Managing Adaptive Flexible Implementation Through an Understanding of Change Management in Theory & Practice Self-Study Reading & Diary-Writing Guide ________________________________________________ Accompanying the “Learn About Adaptive Management: Implement Adaptively” Training course under the NeWater Adaptive Flexible Implementation Plan training theme ________________________________________________________________

Issue Date: 2007

EXECUTIVE SUMMARY This document is a self-study reading and diary-writing guide for delegates taking part in the “Learn About Adaptive Management: Implement Adaptively” training course under the NeWater Adaptive Flexible Implementation Plan training theme. The objective of the guide is to provide extra content for delegates to consider after they have taken part in the training course in order to develop their knowledge and understanding further. It is only possible to deliver an overall framework for thinking around some key points in the face-to-face training sessions on the topics of AWRM (adaptive water resource management), and APM (agile project management). This guide will deliver content on a third dimension of relevance to course delegates who wish to develop adaptive, flexible implementation plans - the topic of change management. A further objective of the guide is to suggest ways in which delegates can leave the course and carry on a dialogue with themselves and others on this topic by means of a personal, reflective diary. This will help contextualise theoretical learning in experience and practice, reinforced through a final individual project to be carried out in the real world.

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TABLE OF CONTENTS

1 INTRODUCTION 4

2 STAGE 0 – INSTRUCTIONS ON GUIDE USE 6

3 STAGE 1 – INTRODUCTION TO CHANGE MANAGEMENT 21

4 STAGE 2 – INTRODUCTION TO PSYCHOLOGY OF CHANGE & MOTIVATION 27

5 STAGE 3 – INTRODUCTION TO CHANGE MANAGEMENT STRATEGY & PLANNING 34

6 STAGE 4 – INTRODUCTION TO CHANGE MANAGEMENT TOOLS & METHODS 39

7 STAGE 5 – TRAINING & COACHING FOR THE PURPOSES OF CHANGE MANAGEMENT 43

8 STAGE 6 – INCENTIVE & RECOGNITION PROGRAMMES FOR CHANGE MANAGEMENT 47

9 STAGE 7 – SYSTEM TRANSFORMATION FROM A COMPLEXITY SCIENCE PERSPECTIVE 51

10 STAGE 8 – COMMUNICATION PLANNING & COMMUNICATION MEDIA 56

11 STAGE 9 – CASE STUDY RESEARCH 59

12 STAGE 10 – ENGAGE IN CHANGE 64

13 NEXT STEPS 78

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1 INTRODUCTION The aim of this guide is to provide readers (users) with the means to continue a learning journey building on the training course, “Learn About Adaptive Management: Implement Adaptively”. The training course is provided under the NeWater Adaptive Flexible Implementation Plan training theme which provides operational managers and engineers in river basin management training on AWRM (Adaptive Water Resource Management) and APM (Agile Project Management). In this guide, the third, important strand of CM (Change Management) is focussed on to support enhanced delegate learning, knowledge transfer, and foster the right mindset required in state of the art ‘change management’ for adaptive, flexible implementation, where change is accepted as continual and the need to be able to respond and adapt to change proactively is paramount. Since it is not possible to deliver training to practitioners on this topic all in one or two days, this guide is designed in order to facilitate the continued learning of practitioners while on the job, in order that they can think, learn and reflect in situ. The guide is presented in stages so that guide users can proceed from one stage to the next having achieved a certain level of knowledge, understanding and experience during each stage. The stages are as follows: Stage Content Description & Assignments

0 Introduction to the guide, instructions on its use, and the type of pedagogic thinking underlying it.

Outline of guide aims and input necessary from guide users.

Framing activity using Grove templates to establish ways of thinking when using this guide.

1

Introduction to Change Management and an introduction case.

Reading Assignment on Introduction to Change Management and an introduction case set for self-study.

2

Introduction to Psychology of Change & Enablers and Inhibitors of Change.

Reading Assignment on Introduction to Psychology of Change & Enablers and Inhibitors of Change set for self-study time.

3 Introduction to Change Management Strategy & Planning.

Reading Assignment on Introduction to Change Management Strategy & Planning set for self-study time.

4

Introduction to Change Management Tools & Methods.

Passing this stage means guide users will come to an understanding of the various approaches different change management interventions require, dependent on strategies deployed. Users will be able to explain what tools and methods are required for different kinds of approaches, and how such tools and methods should be used in these cases.

By the end of this stage the guide user should have in mind a portfolio of tools and methods on offer, and be able to critically appraise them and to make decisions about what to use in what kind of circumstances.

Reading Assignment on Introduction to Change Management Tools & Methods set for self-study time.

5 Training & Coaching.

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Reading Assignment set on Training & Coaching, to feed into report task.

Self-study Assignment: report on Training & Coaching

6 Introduction to Incentive & Recognition Programmes

Reading assignment set on Introduction to Incentive & Recognition Programmes for self-study time.

7 Introduction to System Transformation

Passing this stage means the guide user will understand how complexity science thinking informs a way to perceive system change and what options that leaves regarding how ‘change management’ is then implemented.

Reading assignment set on Introduction to System Transformation for self-study time.

8

Introduction to communication planning and use of communication media

Reading assignment set on Introduction to communication planning and use of communication media for self-study time.

9 Researching change management case studies

Passing this stage means that guide users will be able to determine aspects of enquiry relevant to the search for case studies which could be useful to them in their own context, and be able to discover their own learning points, questions, and further study needs.

Reading assignment set on change management case studies for self-study time.

10

Engage in Change

Guide users propose, plan, design, develop, implement, monitor, and evaluate a change intervention that they can really have hands on experience with – this should ideally be a real case from their own river basin that the guide user is able to play a part in with other stakeholders.

Reading assignment set on monitoring and evaluating change interventions for self-study time.

Report and Reflect on Change

Preparation of a report (5000 words max.) and presentation for stakeholders on the change intervention carried out

Review and Discussion of Adaptive Flexible Implementation in the Context of a Change Intervention

Final individual report

Final review on learning outcomes the reading and diary-writing guide provided.

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2 STAGE 0 – INSTRUCTIONS ON GUIDE USE This Stage includes:

an introduction to the guide, instructions on its use, and the type of pedagogic thinking underlying it;

an outline of guide aims, input necessary from guide users and diary use; a framing activity using Grove templates to establish ways of thinking when using this

guide. Introduction to the Guide Content and goal Since the task of adaptive, flexible implementation planning by definition involves being prepared to engage in ongoing change, it stands to reason that a fundamental aspect of training in this area should cover Change Management. The overall aim of this guide is to develop your understanding of the theory and practice of introducing changes within and between organisations and stakeholders, and to facilitate understanding on a rich, rewarding and memorable journey of experience in which the theory and practice begin to make sense in the context of your own work at river basin scale. Objectives As a training course delegate you will have already gained knowledge and understanding on the topics of Adaptive Water Resource Management (AWRM) and Agile Project Management (APM). AWRM offers:

Management approaches based on an understanding of what determines a system’s:

1. Resilience 2. Vulnerability, and 3. Adaptive capacity

Management approaches facilitating characterisation of water management regimes accounting for:

1. Their components, and 2. Their interdependence

Management approaches for performance analysis of 1. Objective fulfilment 2. Adaptive capacity

Simple terminology to communicate key elements of complexity for 1. Prioritising research 2. Policy discussion, and 3. Monitoring results interpretation

It is a core assumption of AWRM that management in river basins at a local and on a global level is confronted by uncertainty and unpredictability inherent to complex systems continually subject to change.

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Adaptive management emphasizes the importance of the process nature of management without claiming that the process is an end in itself but by explicitly recognizing that management strategies and even goals may have to be adapted during the process1. The expectation of individual managers therefore, should be that change is continual and requires skills and knowledge to manage on a day to day basis. Since the experience of most managers is within an organisation, a primary stepping stone for learning is to understand the application of change management in the context of their own roles within organisations, and then to make the leap in transferring learning to the system at large, including the public, environment and other ecosystems in change management at the river basin level. This self-study reading and diary-writing guide will focus on developing knowledge in the planning of change management while providing experience in executing change management on the job, and to learn about yourself as an individual involved as part of that process at the same time. This will deliver part of the necessary underpinning management approach for responding to the uncertainty in AWRM through the development of adaptive capacity. Change Management as a discrete domain is largely applied to practice in the organisational setting, but includes vital thinking, lessons, methods, approaches and tools required as a stepping stone for application within the water sector where organisations, the public, the environment and other ecosystems collide. Without knowledge and understanding of the theory and practice relevant to the change management domain, practitioners seeking to implement AWRM in their river basin will be severely handicapped. Following the completion of this guide, in addition to your training on Agile Project Management (APM), you will be armed with very powerful tools and methods for carrying out the adaptive implementation of strategies in line with AWRM goals. You will gain most benefit from this guide if you use it in conjunction with carrying out your own role as an adaptive water resource manager seeking to put into practice adaptive, flexible implementation plans in the context of your own river basin needs. Through reading the recommended references, considering the questions posed, and carrying out the exercises suggested, you will develop the competency to produce change plans. The on-the-job context that this guide is focussed on allows practice of the elements delivered with respect to real river management problems on a day-to-day basis in your own role. The guide can also be used to generate topics of discussion for you as a practitioner to converse about with other practitioners when considering the actual problems from practice in online chat forums or face-to-face discussion groups. Discussion with peer practitioners can help you in monitoring the output of your own adaptive, flexible implementation plans. As a practitioner you can evaluate

1 Claudia Pahl-Wostl, Jan Sendzimir, 2005, ‘The relationship between IWRM and Adaptive Water Management’, NeWater Working Paper No 3

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your own adaptive, flexible implementation plans and those of others and give feedback. This guide could also be used in conjunction with computer simulation software packages simulating change interventions in order to explore the potential outcomes that could arise during the process, although such software is not recommended specifically in stage exercises in this guide. In summary, this guide is meant to be integrated with your own reflective, experiential learning on adaptive, flexible implementation planning in the river basin you work in. The expectation is that through engaging with this guide on a day-to-day basis you will be able to learn by simultaneously reflecting on and experiencing the implementation of change. On completion of reading and utilising this guide as suggested, you will be able to:

• Summarise basic theory of change psychology and enablers and inhibitors of change.

• Evaluate the choice of change strategy in different organisational contexts • Plan a change programme • Plan a communication programme • Appreciate basic approaches and techniques of coaching • Describe the different types of incentives and recognition programmes • Practice the use of different communication media • Experience the implementation of change • Understand and articulate system transformation from a complexity science

perspective

Guide Content This guide focuses on:

• Psychology of Change • Change Management Strategy and Planning • Change Management Tools & Methods • Communication Planning & Use of Communication Media • Training & Coaching • Incentive and Recognition Programmes • System Transformation & Complexity Science

Guide Stages See the introduction chapter for an outline of the 10 stages of this guide. It is assumed that you will complete each stage at your own pace in your own time. It is not necessary that you feel under pressure to complete each stage by a certain deadline, but it would be reasonable to assume that it would be possible and beneficial to complete all stages within one calendar year. Some stages will naturally take longer than others – i.e. the one that involves actually planning and implementing a change intervention may take a few months. Others, such as considering communication plans and media, may only take a few days. It is important that you plan and manage your own time effectively in order to complete each stage in sequence and to progress to the next while learning from the

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previous ones is still fresh in mind. In summary, however, it must be emphasised that time management for the completion of each stage of this guide is the responsibility of you as a guide user and can be adapted to your own personal circumstances and level of commitment. The more time and energy put into the completion of each stage of the guide will lead to a more effective outcome for you personally and your river basin. Source Material Used & Your Role as Guide User As a guide user, you will be required to enter into an active-researcher-practitioner role in order to benefit fully from this guide. The responsibility for sourcing material relevant to and mentioned in the guide will rest on the shoulders of you as the guide user. The more you read the recommended references and carry out the tasks, the more effectively you will pass each stage, and can prepare and maximise the learning experience in order to make real-world application in your river basin where you work. A key assumption is that you will have already adequate training in how to use and make the most of bibliographic resources both on and offline, through library catalogues, databases and reliable Internet sources. It may be possible for you to obtain electronically available articles or material and copies of book chapters and articles from paper journals, subject to subscription access and copyright laws. You will have to obtain these according to local rules and at your own or your own institution’s cost. Topics of reading material and other sources you will need to access to gain necessary knowledge for achieving the goals of this self-study reading and diary-writing guide include:

1. Theory on Psychology of Change & Enablers and Inhibitors of Change 2. Theory on Strategy for Change Management 3. Theory and best practice examples on Communication Planning &

Communication Media 4. Theory and best practice examples on Training & Coaching 5. Theory and best practice examples on Incentive & Recognition

Programmes 6. Case studies on change management planning, implementation and review 7. Tools, methods and techniques on the planning, implementing, monitoring

and reviewing change management interventions. 8. Theory on system transformation from a complexity science perspective

An extensive bibliographic reference list can be found at each stage throughout the guide. You also need to be active in searching and exploring other relevant literature and case study examples. You are strongly encouraged to network with other course attendees from AWRM and APM training, to work together in knowledge sharing activities and to make the most of each other as an additional resource if possible. You are also advised to build your own professional network of stakeholder contacts with whom to network and learn from. You will remember from previous training the importance of increasing social capital – this means in

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the context of your own roles, learning and working lives as well as in the river basin where you are based in general! The trainer plays a passive role once this guide has been given over to you as a course participant. Different trainers will have different knowledge and experience on the topic of change management but as they may be available for reasonable amounts of informal email discussion, the trainer should be familiar with the domain of Change Management, the bibliographic sources mentioned, and recent trends and innovative tools and methods relevant to the field of theory and practice. However, beyond handing over the guide and being available for ad hoc email conversation and to give feedback on the final individual report should the guide user want it, the trainer has no other role to play in the completion of this guide. When giving this guide to you as a course participant trainers should encourage you and other course participants to interact together and with other professionals and stakeholders you can learn from, and encourage you collectively to find the ‘best’ within yourselves on the process this guide offers. This means you will need to acknowledge the requirement to explore the field for yourself, and to take ownership of your own personal ambitions in this domain of practice. You will need to develop a passion for the subject and a real sense of discovery and commitment regarding the journey you are entering on collectively and alone. At the bare minimum you and other guide users are expected to exchange email addresses with each other before leaving the end of the session in which this guide is distributed, while at other ambitious levels it should be aimed for that you and other guide users set up your own online discussion groups and aim to meet for face-to-face discussions regularly in order to pass each stage. In this regard you will notice as you go through the guide that exercises are suggested for such group meetings, and, while these could also be done alone in diary work, you would get more out of them if you worked through them with fellow learners. You as the guide user are the focus of this guide. There are no planned course contact hours for further training once you embark on the journey this guide provides. The contact time which is offered is at the discretion of the trainer and other guide users in line with informal arrangements made by email and any other contact opportunities. Subject to local university regulations and at the discretion of individual departmental administration, it may be possible to complete the stages of this guide with a view to gaining some level of qualification. One example of this in the EU is where courses of study are seen to cohere with the requirements of the ECTS (European Credit Transfer Scheme). In this case this self-study reading and diary-writing guide has a load of 10 European Credits (although Stage 10, which involves an individual project, may accrue far more credits – you will need to seek advice on this matter), with candidates then having to engage in no less than 40 hours of study per credit. This means that a minimum of 400 hours of study would have to be demonstrated in order to successfully use the completion of this guide towards a recognised level of qualification such as an MSc. If you wish to pursue this route then you must liaise with a local university in the first instance and discuss if and how this may be possible. You should also then make more effort to begin keeping good written records of everything you do and read towards the

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completion of each stage. Such written records may be kept and maintained in your reflective diary. You commit yourself to an active role in the completion of this guide. You need to perform the tasks and really commit to engage with the experience the guide offers. You will benefit from seeing yourself as part of a group of diverse peers on a socially interactive journey of discovery. The more you contribute to this process, the more you and your river basin stand to gain. You should see yourself as an explorer, who, although not knowing in advance the precise end point of the expedition expects nonetheless to both share and obtain many valuable insights along the way. You should not see the trainer as an authority figure in a position of control or as someone who will spoon-feed you course content, but more an enabler or guide for your journey, who provides, by means of this self-study reading and diary-writing guide, the right process, values, environment and conditions for reflective learning, along with nuggets of enlightenment along the way. Because there are no formally planned contact hours for this self-study route the workload of trainers is light. The role of the trainer is seen chiefly as enabler and facilitator in the reflective learning process encouraged by this guide through the dissemination of it. The trainer is not obligated to commit to any further relationship with you or other course participants once the guide has been disseminated, but is encouraged to maintain informal contact in order to engage in subject specific conversations as and when they arise, and also to be on hand to provide feedback when you have written your final individual report. In this way the trainer, at their discretion, may be available for questions by e-mail or allow you to visit them for additional information. The trainer is not responsible for having you achieve a sufficient level of output quality, because, as stated, you need to manage your own learning process in this regard. The trainer is required in this aspect of training to see themselves as an ‘expedition guide’, who provides a personally engaging and, where possible and dependent on you and other guide users, a socially-interactive learning environment. You should see yourself as having a depth of individual agency and resources to draw from, and you and other guide users should leverage this for yourselves in your own professional practice with other stakeholders and practitioner peers. Overall, you should concentrate on developing your own nascent ability of yourself and other guide users to ‘perform’ change management, rather than concentrating on the role of a trainer as a disseminator of knowledge. Teaching methods This self-study reading and diary-writing guide has been designed to deliver sufficient knowledge to you as per the guide content list, but relies heavily on your own self-starting and well motivated attitude. This requires that over and above merely reading the guide, you have to really participate, interact, and take an active role of leadership in going through each stage of the guide, in order to allow yourself to really ‘experience’ change on various levels. The design of each stage should facilitate and enable your own leadership capabilities to emerge, rather than be an opportunity for a lecturer to convey their knowledge to an audience in a class room.

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The adage attributed to Confucius should be at the forefront of the uptake of this guide: "Tell me and I will forget. Show me and I may remember. Engage me and I will understand." It is seen as paramount that this guide should engage you in a way that allows you to learn-while-doing instead of merely learning ‘about’ something. You are expected to take the initiative in initiating group interaction with other guide users in addition to your own stakeholders in order to work through and learn from exercises effectively. You are also encouraged to self-analyse and conduct peer review in order to monitor your own progress and contribute to the evaluation of others. Pedagogic keywords associated with the teaching methods deployed in this guide include: reflective, learner-centred, experiential, psychodynamic and constructivist. You are encouraged at every opportunity to interact with peers and take a lead role in the subsequent shared learning process in solving problems, and designing well thought out interventions of change. Your workload and activities that infringe on work time that could cause conflict should be discussed on a regular basis between you as a guide user and your line manager according to criteria such as: effectiveness, efficiency, lone vs. group study, knowledge sharing, and time management. Opportunities and difficulties Thinking underlying the guide: pros and cons.: If you are able to fulfil what is required of you in this guide, learning potential is high. If you are not interested, unmotivated, or not educated to a standard that would allow you to adopt the methods suggested learning potential will be low. If line managers do not support such learning endeavours, learning potential will also be low and learning outcomes of the guide will probably not be reached. Line managers and others responsible for encouraging training of staff must be convinced of the benefits of the use of this guide by their staff, and be able to convey these benefits to you as a guide user. If the guide is not introduced well by the trainer and its use is not well supported by a line manager, then you as a guide user, and the guide objectives, will suffer. Guide user load and self-management: Expectations regarding your self-management are high, and the reading assignments and tasks demand a high level of engagement from you. This is to enable optimum levels of output from the use of the guide on a personal level by you in your own work setting. You should come away from using the guide feeling as though you really ‘learned’ something and put something new into practice during each stage, and not just that you read something and then put it to one side. It is hoped that by using this guide its learning outcomes will be achieved and that you can reach your full potential as change managers in adaptive, flexible implementation planning for AWRM. Required input from you as a guide user:

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reading assignments tasks diary-writing tasks presentation report writing

Inspirational thought: As a user of this guide you are being provided with a tremendous experiential learning opportunity! On embarking on your journey into change management with this guide, it is important to try to establish links with other guide users in order to start to build working teams for some of the tasks and to establish good working practices both alone and among potential teams. Aim to establish optimal working/team values between you to build a knowledge sharing community. This guide is demanding and there is a lot expected of guide users. If working as a knowledge-sharing team with other guide users you can achieve much more. Ideally, form working groups of five – the magic number for great teams! Then complete the following Grove templates to establish successful ways of working in groups:

THIS MODULE – A VISIONMISSION

FUTURECHALLENGES

CRITICA

L

ISSUES

TIMETA

BLE

CORECOMPETE

NCIES

ENVIRONMENT

HISTORY

• ?• ?• ?

• ?• ?• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

• ?

VALUES GUIDING PRINCIPLES

Learning outcomes of course.Your own wider, personal mission.

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TEAM/RESOURCES

SUCCESSFACTORS

CHALLENGES

STAGES/TASKS

TARGET

OBJECTIVE

OBJECTIVE

OBJECTIVE

MISSION

YOUR GAMEPLAN

OBJECTIVE•?•?•?•?•?

YOUR TEAM’S PROCESSES

PURPOSE

Bottom-LineProcesses

Top-LineProcesses

VISION VALUES• Our Vision is • ?

Our purpose is to

In working together to learn together, first draw out your own, large versions of these graphic templates, then you can begin to work as a team, and start to share your own values and ideas with each other as to how you see the guide, what you want from it, and how you can work together to maximise your own opportunities. You will notice that there is some overlap between the templates and that the purpose of completing them at first may not be clear. You may ask: “am I to think of myself as an individual when thinking about how to answer these prompts, or as a team?”; “what does history mean?”; “are we to think of our teams as mini-organisations or stakeholder groups in river basins?” and so on…

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These questions should arise and you should be prepared to think about and discuss them with your peers, or to note down your thoughts in your own diary (see section on diary completion below). The aim behind this exercise is purely to start to see yourself not just as an individual getting through some exercises in a book as quickly as possible, but as peer group members, as part of something bigger, with some shared goals and objectives in the context of learning and developing together. It may indeed be useful for peer groups or teams to think of yourselves as mini-organisations and to give these a name and to think about how you might operate together and how you would wish to convey your peer group image in marketing terms to other stakeholders in your river basin. However, the main point should not be lost – start working together, to learn together, and to learn from each other. To complete the graphic templates you will need large pieces of paper and different coloured marker pens. When finished, the graphic templates should be hung on a wall and you and your peer group can discuss your finished work and if in contact with other peer groups can in turn go and look at other group work. Normally, each stage will require the reading of items on an extensive bibliographic reference list before you can say you have completed each stage. These are accompanied by a short list of questions to guide your reading – the arising points and answers from which should be recorded in your guide diary. Have you completed the graphic templates? Either alone or with a peer guide user group? If so, you will have given much thought as to why you are personally engaged in using this guide and how you plan to use it with others to maximize your own experiential learning, which you can reflect on further by making good use of your personal learning diary. The Use of Diaries and Your Learning Diary A diary can take many shapes and forms. The nature of diaries according to style and convention has been discussed in academic sources, and their use by the individual in private and in academic publications varies greatly. Prose writing compiled over time is acknowledged as a form of diary. Their functionality as a form of therapy, making sense about the past or the future, as a way to measure daily events and experiences or simply to communicate thoughts pertaining to a particular domain over a certain period of time has been noted. The use of diaries by researchers shows their versatility as a research tool. Diaries have been used by researchers in the evaluation and interpretation of the practice of teaching, training and learning, in the study of meaning and emotions over time, in investigations into workers’ and management’s responses to change and uncertainty, to conduct research into personal relationships, on the observation of technological implementation programmes, in the use of time and the measurement of daily events and experiences, in addition to the subject of personal identity and life transition, health, and even the study of diaries themselves. Benefits: The cost of keeping a diary as part of a reflective learning process is low when compared with other learning methods that require travel to a specific location and

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time out of other activities to attend at specific times. The method of keeping a diary in order to learn reflectively requires only simple levels of implementation, and is effective as a way of keeping records for your own learning transparency, and as a place to make sense of your own changing attitudes, values, beliefs and motives. Considering the broad region training course participants can sometimes be brought from, a diary provides a rich and personally rewarding opportunity for people in remote and distant geographical areas and for busy individuals or other types of normally inaccessible workers since they facilitate completion at your own convenience. A learning diary is broadly open-ended, in that questions used to prompt diary users are open-ended. The positive aspects of this mean that as a diary writer you can really make in depth commentary on what you are learning and this style of writing is entirely suited for making sense of complex issues that that are difficult to condense into smaller categories, and enable a greater degree of creativity. This type of creativity can in turn facilitate a spontaneous response, a conversational style, and potentially lead to effective communication between you as a diary writer and other people. Moreover, using a diary for reflective learning purposes allows you to consider your own ongoing everyday behaviour in a relatively unobtrusive manner, allowing the immediacy of the experience to be captured, and to also provide accounts of personally important phenomena over time. Challenges: Getting down to writing a diary is often seen and felt to be time consuming and the risk of stopping writing a diary altogether is high. Other problems include your own potential self-deception as a diary writer, where you may worry who will read what you have written, which leads to unhelpful ‘politeness’ (not saying it how you really felt or saw it), social desirability (writing what you think someone else will want to read) or even boredom (not writing much of use to anyone or anything). If these challenges arise, your learning potential will suffer because you will not be honest with yourself and your own diary will not provide you with an accurate reflection of your own beliefs or behaviour that you need. Of course, learning diaries will differ from person to person and the richness of the learning experience provided will be influenced by individual memory, experience and personality – the important thing to remember therefore is just to be honest with yourself and to remain motivated in order to get as much out of the experience as you can. Another problem may relate to the apparent ambiguity and possible misinterpretation of prompt questions used to stimulate thinking in the reading and diary-writing exercises. Since the diary-writing exercise is essentially a lone process, these ambiguities and misinterpretations may go undetected with no opportunities to ask for additional information or clarification. This is another reason why it is important for you as an individual to stay in touch with other course participants and guide users, in order to make the most of your own social capital for learning purposes. If you are in good contact with others in this way then you can raise your questions in group discussions, whether on or offline.

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It is important to stress here though the uniqueness of each person’s learning diary. If questions or instructions are difficult to comprehend, you must use your own interpretation. It should stand to reason that everyone has a different interpretation of what they read, think and apply in their own role and context. There is therefore no right or wrong way to write your diary. The question prompts provided are merely intended as a guide to steer thinking while reading in order to maximise the value of reading. Something else which could undermine the diary-writing / reflective learning process is that better writing and intellectual skills and a reasonable educational level are needed. This reinforces the need for the stated minimum requirements for entering this training course. Negatives that need to be overcome while engaging in this learning method and in order to meet your own desired timetable for completion could include a range of seemingly random factors such as: bad weather, school holidays, industrial disputes, flu or other epidemics, and computer breakdowns. These need to be taken into account and worked around. You could encounter a personal ‘validity’ problem, concerning the lack of relation between your attitude and behaviour, which is reflected in what you write you do in contrast with what you actually do. Personal dilemmas you could face along the way may include questions or thoughts undermining your own motivation and confidence in your efforts, such as:

- I am only writing in this diary the way I think I should answer, whether it is an honest reply or not!

- Will what I write here reveal a lack of education or make me appear stupid? - My time is too valuable to waste on this exercise! - Is this really applicable to me? - These questions are too general and vague! - But I have never really thought about this topic!

Information and Instructions for Diary Writing You are engaging in this exercise because you attended the training on AWRM and APM, and this further learning opportunity on the topic of Change Management will give further depth and insight into your day to day work and personal learning goals in the context of river basin management. It is important to identify your own further motivations for continuing on this course of personal learning. In your first diary entry you should make a note of three personal motivations for continuing on this journey in this way. In order to participate fully in this mode of self-study, you need to commit to a personal willingness to participate in the process for approximately one year; willingness to write and a qualitative diary about your day-to-day working life on a daily or weekly basis, when possible; have and maintain an interest in both change management for AWRM and diary writing; willingness to read the bibliographic references relevant to each stage of the process and consider the question

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prompts provided; and willingness to acknowledge these as the basis for further reflection and discussion in your diary. You are the ‘owner’ of your diary and if you share its contents with others you have to manage and take responsibility for your own confidentiality and protection of the rights of any third parties you may mention in your diary. In order to preserve the anonymity and reputation of yourself and others it may be wise to use pseudonyms instead of real names of people and organisations. If you share your diary with anyone else for any purpose it is important to get their written assurance that the contents of your diary will not be revealed to anyone other than those necessary for the purposes of research or mutual learning. Identify the right days and times for yourself to complete the stages, reading and diary writing exercises each week and aim to stick to your own desired diary writing frequencies. It is a flexible process to be completed at your own convenience but straying from your own plan too much will surely lead to a non-achievement of your goal. Once you have decided how often you wish to write in your personal reflective learning diary, you may find it useful to set yourself an automatic reminder in your email system that sends you a message on a regular basis, reminding you to write your diary, do some reading or some exercise relating to this guide. Alternatively, if you establish some form of learning circle with other contacts in your network, you may agree to remind each other through a phone call or email. Make a note in your diary to yourself concerning your personal targets for stage completion, diary writing, reading and other exercise tasks. Although you are encouraged to write an entry in your diary at least on a weekly basis, you are given the freedom to choose the length, style and content of your diary around the prompt questions provided to guide reading. The frequency at which you make entries in your diary over the course of any given week is also optional and probably subject to variation at different times. The scope you should write on in your diary is clearly meant to revolve around the topics considered at each stage in the guide. First and foremost your diary is a place for keeping reading notes. The prompt questions intended to guide reading are a good start when thinking what to write in your diary. However, it is important to keep bringing the topic under consideration back to your own working role, thoughts and experience. This way you will truly engage in experiential reflective learning. Other question headings which may be useful to insert in your diary on a regular basis might include:

• What did I read that influenced me most today? • How does this relate specifically to issues in my job and river basin? • What experiments could I try in my own practice now based on what I think

I have learned? • How did what I do today or in recent times correspond to what I am learning

and how does this change the way I think about some things? • What experiences am I having on a regular basis that could really benefit

from what I am learning and how shall I channel my learning into them?

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• What new thoughts do I have now that I didn’t have before I got to this stage?

• Can I conceptualise my learning and experience into a new framework for practice to communicate to others in my river basin?

• How can I get more out of this learning experience? You can also think of other questions and change and adapt them as you go further. An important point to consider in your choice of style and content of writing is that you should aim to write as much as possible and not just make a list of events and activities. You should aim to give space in your diary for writing how you feel about things, what your own behaviour and the behaviour of others teaches you about your work and how to improve it, how attitudes and values seem to affect the outcomes of tasks and plans, and also any ideas for creative problem solving that you have along the way. You should try to think ‘out of the box’ and not simply in your normal routine way of thinking. Try to challenge yourself in order that you can think holistically and make links between your own view of the world and that of others. Really try to develop an understanding of the bigger picture of issues and problems. Try to effect real change with yourself when you go through this guide and write your diary. Keep looking back through your diary to see where you have come from, how you have changed and where you are heading. You should create your diary in a word document if keeping it electronically (recommended), or a simple paper notebook intended for journal writing will be sufficient otherwise. The layout of the pages and document format is up to you. Simply follow the exercises at each stage of the rest of the guide and use the above suggestions and the reading prompt questions as a starting point. The rest is up to you. Just aim to learn, experience, and reflect, continually. Stage 0 Summary By reading through this entire section and carrying out the instructions held within, you have now completed Stage 0 – the introduction stage. You are now ready to progress to Stage 1, where you will find out answers to questions such as:

1) What is ‘Change Management’ about? 2) Why is it important to Adaptive Flexible Implementation Plans in the

adaptive management of river basins? 3) How has the field of Change Management evolved over recent decades?

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STAGE 1: INTRODUCTION TO CHANGE MANAGEMENT

3 STAGE 1 – INTRODUCTION TO CHANGE MANAGEMENT This stage will focus on an introduction to Change Management and an introduction case. Why Change Management? Throughout this stage you should focus on the relevance of Change Management to achieving AWRM (Adaptive Water Resource Management). One of the concepts demanding the conceptual and practical response provided by AWRM is the topic of uncertainty. Uncertainty arises from a variety of factors (Pahl-Wostl, C., Sendzimir, J. 2005):

• “Ambiguity exists in defining operational targets for the different management goals to be achieved and conflicts of interests require participatory goal setting (not only by experts) and a clear recognition of uncertainties in this process”

• “Outcomes of management measure are uncertain due to the complexity of the system to be managed and due to uncertainties in environmental and socio-economic developments influencing the performance of implemented management strategies”

• “New knowledge about system behaviour may suggest options for change in management strategies”

• “Changes in environmental and/or socio-economic conditions may demand change in management strategies”

The need to be able to deal with and respond to such ambiguity is suggested in previous IWRM advisory publications, specifically in the GWP Toolbox: “The global economy and society are dynamic and the natural environment is also subject to change, IWRM systems will, therefore, need to be responsive to change and be capable of adapting to new economic, social and environmental conditions and to changing human values”. Further, TAC Background paper No. 7 on water governance makes clear that “governance systems to be more flexible and to take uncertainty into account” and that “flexible governance systems and management strategies taking into account different kinds of uncertainties are urgently needed” ( Pahl-Wostl, C., Sendzimir, J. 2005). Pahl-Wostl (2006) makes the following suggestions:

“One of the strategies for dealing with uncertainty can be to gather new knowledge to reduce uncertainties. This may include the implementation of well-designed experiments using an adaptive management approach (Holling 1978, Richter et al. 2003) based on the insight that the response of an ecosystem to management interventions can be predicted only to a limited extent. Hence, management must be able to adapt to new insights, gained during the process of implementing measures of intervention.”

Responding to new insights with a view to adapting requires the readiness and ability to change. Change and Change Management lies at the heart of such needs outlined above, and is therefore a necessary body of knowledge with highly relevant approaches and tools paramount to achieving AWRM. In order to complete Stage 1 you are asked to consider the following questions while reading the specified items on the reading list (below) for this stage:

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1) What is ‘Change Management’ about? 2) Why is it important to Adaptive Flexible Implementation Plans in the

adaptive management of river basins? 3) How has the field of Change Management evolved over recent decades? 4) What does the case study teach you that you could transfer to your own

work in your own sector? What other case studies might you like to read about?

Consider the above questions while reading the following items then make a note of your responses to these questions in your learning diary. Also, make notes in your diary from the points you consider worthwhile from your reading along the way, and be sure to write down what you consider worthwhile and why or it might not make sense when you come to reflect on what you have written later. You should be careful to consider what you read in light of your own work-based practice and make note of relevant examples from your own working life where what you read may be of value. Reading list: Web sources: Nickols, F., Change management: a primer. February 4th 2004 - http://home.att.net/~nickols/change.htm Change management articles, The Business Publication Search Engine. 2003 - http://www.bpubs.com/Management_Science/Change_Management/ Change Management on the Management Portal - http://www.themanager.org/Knowledgebase/Management/Change.htm Living with Environmental Change – http://www.nerc.ac.uk/research/programmes/lwec/ Global Environmental Change & Gender – http://www.unep.org/DPDL/cso/Documents/Background/Workingsession_B.pdf Consequences: The Nature and Implications of Environmental Change – http://www.gcrio.org/CONSEQUENCES/index.htm Power-Under: Trauma and Non-Violent Social Change – http://www.traumaandnonviolence.com/ Haferkamp, Hans, and Neil J. Smelser, editors Social Change and Modernity. Berkeley : University of California Press, 1992. Journal Papers: Burnes, Bernard. "Kurt Lewin and the planned approach to change: A re-appraisal." Journal of Management Studies 41.6 (2004): 977. Journal of Organisational Change Management, Volume 9, issue 6, 1996, Understanding the management of change: An overview of managers’ perspectives and assumptions in the 1990s, Wes Siegal, Allan H. Church, Miriam

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Javitch, Janine Waclawski, Steffani Burd, Michael Bazigos, Ta-Fu Yang, Kate Anderson-Rudolph, W. Warner Burke (pp. 54-80) Journal of Organisational Change Management, Volume 9, issue 4, 1996, New paradigms for change? Theories of organization and the organization of theories, David Collins (pp. 9-23) Journal of Organisational Change Management, Volume 13, issue 4, 2000, Special issue: Critical theories of organizational change. Collins, David. "Guest editor's introduction: re-imagining change." TAMARA: Journal of Critical Postmodern Organization Science 2.4 (2003): receding p1. Sauser Jr., William I., and Lane D. Sauser. "Changing the way we manage change." SAM Advanced Management Journal (1984) 67.4 (2002): 34. Axelrod, Richard H. "Why change management needs changing." Reflections 2.3 (2001): 46. Journal of Organisational Change Management, Volume 18, issue 2, 2005 – whole issue covers articles on theme of e-business transformation – lessons from that sector can be derived for your own sector while taking into account differences. Shepherd, C., Constructing enterprise resource planning: A thoroughgoing interpretivist perspective on technological change. Journal of Occupational and Organizational Psychology. Kloot, L. (1997). Organizational learning and management control systems: responding to environmental change. In, Management Accounting Research, Volume 8, Number 1, March 1997, pp. 47-73(27). Nijkamp, P. (1994). Global Environmental Change: Management Under Long-range Uncertainty. In, Journal of Contingencies and Crisis Management 2 (1), 1–9 Special issue of ‘Science of the Total Environment’, Vol. 310, Issues 1-3, page 1-271, 1 July 2003, Editors: Dr. Andrew R.J. Sier, Dr. Terry W. Parr, Prof. Rick W. Battarbee, Dr. Anson Mackay Books: Breakthrough IT Change Management: How to Get Enduring Change Results 2003, Lientz, B. & Rea, K., Butterworth Heinemann Rajan, Chella. "Global Politics and Institutions". Frontiers of a Great Transistion. Vol. 3. Tellus Institute, 2006. Case Study: Janice Burn, and Greg Robins. "Moving towards e-government: a case study of organisational change processes." Logistics Information Management 16.1 (2003): 25 [Looks at an online strategy project at Legal Aid in Western Australia. Overview of e-government and the Western Australian Government context, discusses the research model and methodology. Background to the case and analyses the change management process against a model of business process change. Lessons learned and future directions for research] Reflection point: Dedicate some time to thinking about your working style when reading the listed material.

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- Did you make the effort to read all items on the list yourself? - Or, did you perhaps split reading up with other people in a peer group?

You will have to work out what works best for you. If you worked in a group and shared reading among you, you must weigh up if you feel as though you were really able to gain the knowledge you need in order to feel confident about passing this stage.

- Did you put full effort in? - Is your peer group able to work together to complete such reading

assignments? - Can anything be done to improve your shared reading responsibilities?

Next time you meet, if you are meeting again, at least 15 minutes should be dedicated to discussing the way the members of the group went away to complete the first reading assignment in order to help themselves as well as other peer group members. If self-managed peer group meetings seem to be a good idea, the group could meet for the purposes of Stage 1 to conduct a round-table discussion of learning obtained from the reading (otherwise just stick to ‘discussing’ such points with yourself in your own personal conversation in your diary!). The idea of the roundtable is that each person in the room is allowed a few minutes to speak on how they found the task, what they read, and to share main learning points. The delivery of responses may be directed around the 3 questions outlined above. Each of those present should take it in turns to listen to what other peers have to share and ask subsidiary questions, but also engage other guide users in group discussion on the topic. The seating arrangement in the room should allow those present to face each other. The idea of the ‘round-table’ discussion should speak for itself – participants should ideally sit around one table in order that people may feel more equal when providing input to discussion. Each of those present should take a provocative questioning role in order to stretch the thinking of the others further and to challenge any pre-held notions. After a reasonable time has passed and the discussion appears to be grinding to a halt, those present should summarise key learning points that should be carried away from the reading of the literature and that would be essential for implementation in practice. This might be discussed in more detail with a view to checking the understanding of each other. If it seems that some of those present have missed something then it is up to the one realizing that to convey the important thing missed. If you are doing this exercise in your diary, then it might be an idea to go away and try and find people to engage in conversation with on this topic – can you find willing victims around the coffee machine at work? In any case, make sure these learning points are noted in your diary at least. The case study should then be discussed – or reflected on and written about in your diary if that is the main tool you are using to get through this stage. It could be introduced as a problem and those present should take a few moments to come up with several questions to answer/respond to in pairs or small groups. Each pair or small group should then in turn discuss the issues raised concerning the case study and then come back together as a group to share key learning points. The aim of the exercise should be to unpick the problems with change management and to highlight its meaning in practice for adaptive flexible implementation

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planning in the adaptive management of river basins, and the value it is hoped such expensive work will bring to those paying for it. Write about this and your opinions, based on your reading and in reference to your own work, in your diary. Those present should think of themselves in roles as consultants who are required to suggest solutions to implementation planning problems. This will give them a point from which to make a response to problems set in such exercises. If you are completing your diary alone instead of doing this, you may imagine such a scenario where people in different roles are present and what the conversation may be that arises from such a situation. Each of those present, having read the material on the reading list, should be able to add further insight to give meaning to the case and bring the meeting to a positive close. Full notes should be kept in your learning diary whether an actual meeting took place or not. At this point you will no doubt realize the value of seeking interaction with others in order to discuss your reading and learning and to evaluate whether you are making the right progress or how you might improve your own learning process. Give this some thought, write about it in your diary, try and put some ideas into action, and see where it takes you. Are you ready for the next stage? Did you do Stage 1 properly – did you read everything and make credible and informed responses to the questions raised at the outset of this stage? Are you sure? If not, try harder - go back and fill in the bits you missed. You are now ready to move on to Stage 2.

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STAGE 2: INTRODUCTION TO

PSYCHOLOGY OF

CHANGE & MOTIVATION

4 STAGE 2 – INTRODUCTION TO PSYCHOLOGY OF CHANGE & MOTIVATION

This stage will focus on an introduction to Psychology of Change & Motivation. A key assumption underlying this stage is that while change may be planned by a few select people who are perceived to be in control, not everyone responds to change in the same way and often many people resist change. Remember the Luddites? Think about the following comments made by Pahl-Wostl (2006):

“It has been shown that different perspectives on a problem domain receive increasing importance when uncertainties in both the factual knowledge base and decision stakes are high (Funtowicz and Ravetz 1993, Pahl-Wostl et al. 1998). Strategies for dealing with such phenomena must build on the interpretative traditions of the social sciences that deal with the ways in which people use knowledge from their own experiences or other sources to make sense of the world. Strategies must also build on the ways in which people perceive an issue, because this can influence the communication in a group of actors. Gray (2004) provided evidence to show that the ways in which stakeholders frame the issues can explain collaborative success or failure. The convergence or divergence of the stakeholders’ frames can explain the success or failure of resolving a conflict. Frames may refer to risk attitudes, conflict management styles, role of power, power relationships, and views of nature such as vulnerability (Hanke et al. 2002, Gray 2003, 2004). Frames mainly arise through social interactions, and may be influenced by social norms and/or cultures. Collective frames may also support the formation of a group identity. Gray reported one example in which a conflict about the formation of a nature park led to the reinforcement of a collective identity among the stakeholders in the region who felt seriously threatened by both environmentalist groups and the government. Hence, a strange coalition arose between environmentalists and governmental representatives who pursued quite different interests. The conflict was never resolved, which was attributed to a lack of reframing and, thus, the failure to develop a joint base for communication. Resolving conflicts must include processes of social learning and instances of reframing.”

The above extract highlights the theoretical and practical value of considering the boundaries that exist between people representing different ideological groups and values that then cause difficulties or even ‘failure’ when it comes to the implementation of plans. In order to achieve AWRM (Adaptive Water Resource Management) effectively, it is therefore necessary to have a deep understanding of resistance to change, and also what can help it to happen, or, change enablers.

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In order to complete Stage 2 you are asked to consider the following questions while reading the specified items on the reading list (below) for this stage:

1) What makes a ‘change programme’ difficult to ‘manage’? 2) Who can be identified as being responsible for initiating change inside an

organisation? 3) What does the reading imply as to how Change Management gets done in

a river basin, and more particularly, in yours? Reading List: Journal Papers The managerialistic ideology of organisational change management, Thomas Diefenbach (pp. 126-144). Journal of Organisational Change Management, Volume 20, issue 1, 2007. Journal of Organizational Change Management, Volume 14, issue 5, 2001, Special issue: The psychodynamics of organizational change management. Mabin, Victoria J., Steve Forgeson, and Lawrence Green. "Harnessing resistance: using the theory of constraints to assist change management." Journal of European Industrial Training 25.2-4 (2001): 168. Journal of Organisational Change Management, Volume 15, issue 2, 2002 – issue contains articles on themes related to resistance to change and improving readiness and assessment of it Hailey, Veronica Hope. "Transforming your organisation through people management." Credit Control 19.8 (1998): 25. "Making change the culture -- the national initiative in change management." Management Services 41.10 (1997): 38. Journal of Organisational Change Management, Volume 18, issue 1, 2005 – issue covers articles on themes related to language, discourse and change. Journal of Organisational Change Management, Volume 17, issue 6, 2004, Special issue: Organizational change as shifting conversation Journal of Organisational Change Management, Volume 12, issue 6, 1999, Situational strength – A framework for understanding the role of individuals in initiating proactive strategic change, John W. Mullins, Larry L. Cummings (pp. 462-479) Journal of Organisational Change Management, Volume 12, issue 2, 1999, Special issue: Transformational leadership Journal of Organisational Change Management, Volume 11, issue 5, 1998, Following the crowd: social influence and technology usage, Sharon L. Segrest, Darla J. Domke-Damonte, Angela K. Miles, William P. Anthony (pp. 425-445) Koonce, Richard. "The human face of change." Training & Development 50.1 (1996): 23. Herbert, Evan. "Change managers see more pain, downsizing." Research Technology Management 38.3 (1995): 8.

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Romano, Catherine. "Managing change, diversity and emotions." Management review 84.7 (1995): 6. Boddy, David. "Managing change in changing times." Management Services 37.10 (1993): 22. Groggins, Brian 1., and Ian 2. Millar. "Change - an all employee programme." Industrial & Commercial Training 24.1 (1992): 8. Timmons, S. 2001. How Does Professional Culture Influence the Success or Failure of IT Implementation in Health Services? In Organisational Behaviour and Organisational Studies in Health Care: Reflections on the Future, edited by L. Ashburner. Basingstoke: Palgrave. Books The Change Monster: The Human Forces that Fuel or Foil Corporate Transformation and Change, Author: Jeanie Daniel Duck, Publishers: Crown Business, 2001, ISBN: 0-609-60771-5. [Change Management from a human perspective – based on Lewin’s Systematic Change Management Programming approach – this is not a serious textbook or ‘how to’ book, but makes for some light reading of the popular management kind] Galpin, Timothy J. The Human Side Of Change. San Francisco, California: Jossey-Bass Inc., Publishers, 1996. While reading the above texts, be sure to make notes in your personal learning diary and consider the prompt questions suggested to guide your reading. Where suggested texts do not appear relevant to your job because they focus on another sector, try to make links with issues pertinent to your sector while bearing in mind key differences. Make summary statements and conclusions about these differences and implications in your diary. Remember to include in your diary notes specific examples from your own practice where what you read has relevance and where you think application could be made. Generate some creative problem solving ideas based on what you have read and discuss these ideas with someone else, making a note of the conversation in your diary. If you have made arrangements to work with others in a learning network, then consider the next steps as advice for the management of your session together on the topic of this stage. Your group session should begin with 15 minutes discussion on the ability of the group to work together to share reading and to learn from each other. Any problems with group dynamics or social loafing should be confronted and any smaller groups could also be shuffled around to give people fresh partners to work with. At this stage those present could also take some time to provide some ideas on how the group might work better with each other to share knowledge and learning. In this session you should concentrate on ways to get interacting with each other in order to discuss and respond to the reading assignment provided for this stage, and to do this in line with the questions set as well as bringing any of your own insights to the fore. Original thinking should be encouraged, while striking a healthy balance by making sure that all necessary points are mentioned. This clarity of understanding should be checked by each of those present through careful listening.

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A mind-mapping or rich picture drawing exercise can be done in this group session or alone in your personal diary – you might want to do both! The exercise for this stage is mind-mapping and/or drawing rich pictures. This will engage you in ‘right-brained’ ways in order to bring together the analytical with the creative side of thinking and feeling and reasoning. Such activities stimulate your ability to express yourself and to engage in meaningful and memorable conversations. The topics of the mind-maps and/or rich pictures would simply be the questions covered in the reading assignment. Note on mind mapping: See http://en.wikipedia.org/wiki/Mind_mapping for some background information on the use of mind mapping and example pictures of them. Some brief notes from there are copy/pasted below:

A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, and decision making.

It is an image-centered diagram that represents semantic or other connections between portions of information. By presenting these connections in a radial, non-linear graphical manner, it encourages a brainstorming approach to any given organizational task, eliminating the hurdle of initially establishing an intrinsically appropriate or relevant conceptual framework to work within.

A mind map is similar to a semantic network or cognitive map but there are no formal restrictions on the kinds of links used.

The elements are arranged intuitively according to the importance of the concepts and they are organized into groupings, branches, or areas. The uniform graphic formulation of the semantic structure of information on the method of gathering knowledge, may aid recall of existing memories.

Tony Buzan suggests using the following foundation structures for Mind Mapping:

1. Start in the centre with an image of the topic, using at least 3 colours.

2. Use images, symbols, codes and dimensions throughout your Mind Map.

3. Select key words and print using upper or lower case letters.

4. Each word/image must be alone and sitting on its own line.

5. The lines must be connected, starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.

6. Make the lines the same length as the word/image.

7. Use colours – your own code – throughout the Mind Map.

8. Develop your own personal style of Mind Mapping.

9. Use emphasis and show associations in your Mind Map.

10. Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches – see web page at http://en.wikipedia.org/wiki/Mind_mapping for images.

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An idea map is similar to a mind map but does not adhere to the above guidelines

In rich pictures actual graphical representations of images are drawn and no words are used at all. While rich pictures require more artistic adeptness on behalf of the course participants, even the simplest of drawings are valuable and the person drawing them can express themselves in much greater depth than in a normal two-way conversation. The ambiguity and lack of clarity in a drawing requires greater explication by the ‘artist’ and so creates a rich environment for discussion and interpretation.

If you are working alone in your diary doing your mind map or rich picture, take as long as you need to express yourself in this way. Groups engaging in mind-mapping and rich picture drawing can be given an hour to work together to produce something meaningful and then all groups can be invited to hang their pieces of paper on the wall and to present them to other teams. Those present will spot key themes emerging in the actual pictures and in the discussion points arising from the presentations. Someone should act as a record keeper by making notes of these things on flip chart paper as they arise. A photographic record should be kept of the pictures and the notes and later distributed to each of those present by email or other means.

The questions set to guide the reading assignment should be raised once more following this exercise:

1) What makes a ‘change programme’ difficult to ‘manage’? 2) Who can be identified as being responsible for initiating change inside an

organisation? 3) What does the reading imply for how Change Management gets done in a

river basin, and more particularly, in yours?

You should now observe what important points have been raised and also what still needs to be brought out and emphasised.

This could relate to key models regarding psychology and motivation, people types and behavioural theories, or psychodynamic theories relating to the shifting or changing of conversations in organisations. You should aim to develop in depth knowledge on these theories and models and be able to ask incisive questions in order to draw out the meaning and implications of these theories and models in the context of your own practice.

Notes should be made following this exercise regarding any further questions arising and any identified gaps in knowledge that you can go away and seek to fill.

Some of the key points for this stage of course include the idea that top-down management plans administered in a ‘command-control’ way don’t work very well in all organisational cultures, and that often people in organisations have to be made aware of the need for change themselves before they will willingly adopt any such changes. The importance of consultation with user groups and stakeholder engagement needs to be emphasised. Also, the idea that people in organisations are changing by themselves – sometimes without management say-so should be considered, and also ways that such changes could be used to the advantage of the organisation, so that in the end it is not always the management who decides

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what and when change should occur, but that it can come from many points of initiation and sometimes is not restricted by hierarchy, or in fact managed at all. Reflection point: write down in your diary 3 examples of ‘change’ that were organized and implemented in the context of your working practice in your own organization or at the larger river basin scale. Describe the main actors responsible for initiating change and what happened along the way. Critically evaluate the outcome of the change plan and suggest what went ‘wrong’ and why, and how the change could have been managed better. Are you ready for the next stage? Did you do Stage 2 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 3.

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STAGE 3: INTRODUCTION TO

CHANGE MANAGEMENT

STRATEGY & PLANNING

5 STAGE 3 – INTRODUCTION TO CHANGE MANAGEMENT STRATEGY & PLANNING

Stage 3 provides an introduction to change management strategy and planning. Consider the following questions and make notes in your diary of your thoughts and ideas while you complete the reading of the suggested texts in the list below:

1) What are some of the ‘rights’ and ‘wrongs’ of Change Management Strategy?

2) If you were recommending a Change Management Strategy to the stakeholders of a large river basin with complex problems and high levels of uncertainty, what would inform your decision-making about what you would tell them?

3) What examples of Change Management Strategy & Planning exist in the literature that you could use to illustrate how Change Management should be done?

Reading list: Journal Papers Finnie, Bill, and Marilyn Norris. "On leading change: A conversation with John P. Kotter." Strategy & Leadership 25.1 (1997): 18. Duck, Jeanie Daniel. "Managing change: the art of balancing." Harvard business review 71.6 (1993): 109. Guptara, Prabhu S. 1.,2. "Improving our ability to manage change." Industrial & Commercial Training 25.4 (1993): 3. Lawrie, John. "The ABCs of change management." Training & Development Journal 44.3 (1990): 87. Pascale, R., Millemann, M. and Gioja, L. 1997: Changing the way we change, Harvard Business Review. Nov-Dec. pp.126-139. Rajagopalan, N. and Spreitzer, G.M. 1996: Towards a theory of strategic change: a multi-lens perspective and integrative framework, Academy of Management Review. 22, 1, pp. 48-79. Smith, Vince C., and Amrik S. Sohal. "Successful strategies for managing change." International Journal of Manpower 16.5 (1995): 22. Walsh, Tony. "Managing change effectively." Employee Relations 13.3 (1991): 5. Journal of Organisational Change Management, Volume 13, issue 3, 2000, Special issue: The management of change in organizations Journal of Organisational Change Management, Volume 13, issue 2, 2000, Special issue: Organizational concepts in change management Books Beyond change management: advanced strategies for today's transformational leaders / by Dean Anderson and Linda S. Ackerman Anderson.

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Burnes, B. 2000 (3rd edition): Managing Change: A Strategic Approach to Organisational Dynamics. London: Pitman Dyer, William G. Strategies For Managing Change. Reading, Massachusetts: Addison-Wesley Publishing Company, Inc., 1984. Wilson, D. 1999: A Strategy for Change. London: Routledge. Baden-Fuller, C. and Pitt, M. 1996: Strategic Innovation. London: Routledge. Hamel, G. and Prahalad, C. 1996: Competing for the Future. Boston, Mass.: Havard Business School Press. Macmillan, H and Tampoe, M. 2000. Strategic Management: Process, Content and Implementation. Oxford: Oxford University Press. Mintzberg, H. 1994: The Rise and Fall of Strategic Planning. London: Prentice Hall International (UK) Ltd. Pascale, R. 1990: Managing on the Edge. London: Viking. Pettigrew, A. and Whipp, R. 1991: Managing Change for Competitive Success. Oxford: Blackwell. Ch.1. Whipp, R. 1996: 'Creative deconstruction: strategy and organisations', in Clegg, S., Hardy, C. and Nord, W. (eds) Handbook of Organization Studies. London: Sage. pp. 261-275. When you have read the items on the reading list, read back through the notes you have made in your diary so far and make some summary conclusions on the most important learning points you have gained so far. Ideally, you should have realized the value of engaging in discussion on what you are learning and should by now have developed some formalized network or small group at least of fellow learners with whom to interact and discuss your learning topics. We hope so! If you have, your next session together for the purposes of getting through this stage should again kick-off with a discussion on the effectiveness of working groups for the purpose of carrying out reading assignments. If there are problems in team dynamics you can try to help each other, but really try also to let the individuals concerned find answers to such problems themselves. You can make suggestions but you should also allow each other to make your own respective ways together – this means not telling people what to do, but engaging in mutually respectful conversation where people really listen and you all get the chance to really learn. A way to facilitate this session might be with a Knowledge Café – if you are not working with a group of fellow learners, see what you can do to arrange a Knowledge Café in your river basin for people interested in the topic of this stage. Knowledge Café’s have been made famous in the UK by David Gurteen. You can find more information on Knowledge Cafes at http://en.wikipedia.org/wiki/Knowledge_Cafe and also details of how to run one at http://www.gurteen.com/gurteen/gurteen.nsf/id/run-kcafe, where it suggests a simple Knowledge Café could go as follows:

Optionally, the facilitator gives a presentation on what knowledge-cafes are all about and the role of conversation in business life. (anywhere between 5 mins and 1 hr with

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a few conversational exercises). I usually only do this at a conference where people are not already familiar with the concepts and turn the whole event effectively into a half-day workshop. The facilitator welcomes people to the café - about 5 mins. The facilitator spends 10 - 15 minutes outlining the subject or theme of the cafe and poses one or two key open-ended questions. E.g. if the theme is knowledge-sharing then the question for the group might be 'what are the barriers to knowledge-sharing in an organization and how do you overcome them?' The group breaks up into smaller groups of about 5 each and discusses the questions for about 45 mins and then we come back together as a group for the final 45 mins where the individual groups share their thoughts. Usually no attempt is made to capture the conversation as doing so tends to destroy the conversation but you can capture "key insights" if you wish.

In this case the conversation should focus on the three questions set to guide your reading:

1) What are some of the ‘rights’ and ‘wrongs’ of Change Management Strategy?

2) If you were recommending a Change Management Strategy to the stakeholders of a large river basin with complex problems and high levels of uncertainty, what would inform your decision-making about what you would tell them?

3) What examples of Change Management Strategy & Planning exist in the literature that you could use to illustrate how Change Management should be done?

Key points covered should emphasise the different schools of strategy summarised by Mintzberg, and the different thinking behind different types of strategy, the role of senior and middle managers, and the role of other employees and other stakeholders. The necessary implications to consider would be how to engage with different stakeholders and relate this to the issue considered in the previous stage about the problems of change management and the human dimension, where change initiates in a system and how to respond to it etc. Be sure to highlight such important points in your diary, along with other themes relating to the questions considered, and also with regards to any other important theoretical issues that should arise. Reflection Point: Based on what you have read and learned so far, if you were responsible for initiating or managing change in your river basin or organization now, what would be your starting point? Who would you seek to engage and how? What challenges would you expect to encounter and how would you imagine dealing with them? Consider these questions by relating it to the real context of your river basin and convey your responses in your diary. Now compare your thoughts and notes with the following: To implement a participatory process that facilitates social learning and institutional change, and leads to an adaptive management strategy for the

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restoration of multifunctional riverine landscapes, Pahl-Wostl (2006) makes the following 9 recommendations:

1. Perform profound stakeholder analyses based on document analysis and interviews to select all stakeholder groups;

2. Establish a shared problem perception in a group of relevant actors who have the ability to communicate about different points of view. This may involve role playing, knowledge elicitation, and group model-building techniques (Vennix 1996, Pahl-Wostl and Hare 2004). It is not required to achieve a consensus, rather social learning implies that differences in opinion are recognized in order to deal with them constructively;

3. Build trust for self-reflection to recognize individual mental frames and images, and the ways in which they pertain to decision making. This requires good facilitation and the need to recognize potential sources of mistrust;

4. Recognize mutual dependencies and interactions; 5. Develop possible scenarios regarding the future state of a multifunctional

landscape and new management approaches; 6. Identify barriers for change and possible solutions to overcome them; 7. Engage in collective learning and decision processes in a stepwise and

iterative fashion; 8. Implement joint action plans and consider institutional change and

innovation if needed; 9. The management of the process of change must be adaptive and lead to

changes that will enable continued adaptive management of riverine landscapes according to the principle “managing to learn in order to learn to manage.”

Compare the above 9 recommendations with your own thoughts and notes. Do you see the value in such a strategic approach as outlined above? What are its advantages? Do you see any problems that may be encountered when trying to implement this way and subsequent limitations? How might these be overcome? Are you ready for the next stage? Did you do Stage 3 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 4.

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STAGE 4: INTRODUCTION TO CHANGE MANAGEMENT TOOLS & METHODS

6 STAGE 4 – INTRODUCTION TO CHANGE MANAGEMENT TOOLS & METHODS

This stage provides an introduction to Change Management Tools & Methods – and should provide you with an overview of the various approaches different change management interventions require, dependent on previously mentioned strategies. The different approaches then require an explanation regarding the choices that must be made in terms of tools and methods used, and how these should be used. By the end of this stage you should have in mind a portfolio of tools and methods on offer, and be able to critically appraise them and to make decisions about what to use in what kind of circumstances. When reading the suggested texts, consider the following questions and make notes regarding your responses in your diary:

1) How would you categorise the approaches underpinning the aims and objectives of available tools and methods used in Change Management?

2) In what ways could you begin to critically evaluate different tools and methods? How would you know when and where to use which ones?

3) What principles would you use as a practitioner to guide your choices and decision-making with regards to tools and methods available?

Reading list: Journal Papers Trahant, Bill, and W. Warner Burke. "Traveling through transitions." Training & Development 50.2 (1996): 37. Smith, Martin E., and Pierre Mourier. "Implementation: key to organizational change." Strategy & Leadership 27.6 (1999): 37. Mento, Anthony J., Raymond M. Jones, and Walter Dirndorfer. "A change management process: grounded in both theory and practice." Journal of Change Management 3.1 (2002): 45. McNish, Mark. "Guidelines for managing change: A study of their effects on the implementation of new information technology projects in organisations." Journal of Change Management 2.3 (2002): 201 Hartley, Darin E. 1. "OD wired." T+d 58.8 (2004): 20. Nurcan, Selmin, and Colette Rolland. "A multi-method for defining the organizational change." Information & Software Technology 45.2 (2003): 61. Levasseur, Robert E. "People skills: change management tools - Lewin's change model." Interfaces 35.4 (2001): 71. Websites Nauheimer, Holger. Change management - www.change-management-toolbook.com

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See http://www.harmonicop.info/handbook.php to download a copy of the HarmoniCOP (Harmonising Collaborative Planning) Handbook, ‘Learning together to Manage Together: Improving Participation in Water Management’. The handbook provides extensive guidance and instructions on the implementation of tools which facilitate public participation and social learning coherent with the aims of the Water Framework Directive (WFD) and in tune with the need for Adaptive Water Resource Management (AWRM). Guide to Social Change Led By and With Young People by Adam Fletcher, 2006. Resources for Social Change: http://www.provisionslibrary.org/ Books Dalziel, Murray M. and Stephen C. Schoonover. Changing Ways: A Practical Tool For Implementing Change Within Organizations. New York, New York: AMACOM, A Division Of American Management Association, 1988. Skarke, Gary, Butch Holland, Bill Rogers, and Diane Landon. The Change Management Toolkit: A Step-By-Step Methodology For Successfully Implementing Dramatic Organizational Change. Second Edition. Houston, Texas: WinHope Press, 1995. Jordan, Malcolm. Managing change: best practices exchange. Hull: Supply and Services Canada, 1987. Scott, Cynthia D. Managing organizational change: a practical guide for managers. Los Altos: Crisp Publications, 1989. Nixon, Bruce. Making a difference: strategies and tools for transforming your organization. New York: AMACOM Books, 1998 Ristino, Robert J. The agile manager's guide to managing change. Bristol: Velocity Business Publishing, 2000 Rye, Colin. Change management: the 5-step action kit. London: Kogan Page, 2001 Lippitt, Gordon, Petter Langseth, and Jack Mossop. Implementing Organizational Change. San Francisco, California: Jossey-Bass Inc., Publishers, 1985. Other Sources ExternE-Pol, Externalities of Energy: Extension of Accounting Framework and Policy Applications, (Contract N° ENG1-CT-2002-00609), Final Report on Work Package 4, Multicriteria Analysis. Danae Diakoulaki and Stelios Grafakos. National Technical University Athens, Greece, 30 November 2004 Group model-building: tackling messy problems. Jac A. M. Vennix, Jay Wright Forrester Prize Lecture, 1999. In System Dynamics Review Vol. 15, No. 4, (Winter 1999): Copyright *c 1999 John Wiley & Sons, Ltd. Pahl-Wostl, C., Möltgen, J., Sendzimir, J., Kabat, P. (2005): New methods for adaptive water management under uncertainty - The NeWater project. Paper accepted for the EWRA 2005 conference. ewra_newater.pdf

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Be sure to keep good notes in your diary while reading the above, and to consider your own professional practice and the problems in your river basin while doing so. Describe any ideas which arise as you read that may provide creative solutions to problems in your river basin. Reflect on what you have written in your diary so far and summarise personal, interim conclusions. The following exercise can be done alone in a diary in a descriptive way, but is best done in a real group setting with fellow learners. Your session together can be facilitated in the form of a tool & method market place. As a preliminary task small groups need to decide on a number of tools and methods of change management that they would like to ‘offer’ on their market place to potential (imaginary) buyers (government agencies in the river basin requiring change management consultation for example). You then have to decide how to categorize the tools and methods you have discovered in reading and how you would best ‘sell’ them to potential ‘buyers’. Questions you would have to consider might include: what are organizations and individuals looking for? Why? Who will be ‘buying’? What needs might potential ‘buyers’ not have considered and what tools and methods would you as a vendor possibly need to explain and demonstrate for them? In what way could you as a vendor explain the way these tools and methods work? Might it be necessary to use example case studies to explain them? What case studies can you use to illustrate the value of specific tools and methods? You can (alone, or in a group) decide on a certain amount of time to prepare your ‘market place stand’ and then fellow learners can each take it in turn to ‘visit’ the ‘market place stand’ of the other groups to listen to their pitch. The ‘buyers’ should mention problems they have in their river basins and who they represent as organizations and things they want to achieve for their river basin and the ‘sellers’ should try and find out the best tools and methods for the job – or to suggest that actually it could be that other changes need to take place first, or to challenge the idea that the ‘buyer’ might have in the first place and suggest instead more consultation and engagement with all stakeholders (if this is not done in a real group setting, then the diary is a place to describe the above in an imaginary sense). The ‘market place’ exercise should finish with enough time left at the end of the session to discuss the key learning points and to debate the pro’s and con’s of some tools and methods. This session should prove to be highly enjoyable for all participating. If you have done this alone in your diary in a written format, be sure to write down your key learning points and to outline the pro’s and con’s of some tools and methods for your own benefit. Are you ready for the next stage? Did you do Stage 4 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 5.

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STAGE 5:

TRAINING & COACHING

FOR THE PURPOSES OF

CHANGE MANAGEMENT

7 STAGE 5 – TRAINING & COACHING FOR THE PURPOSES OF CHANGE MANAGEMENT

This stage focuses on the topic of training and coaching for the purposes of change management and requires the writing of a written report as well as the usual reading of suggested texts. The following questions are meant as a guide for reading – make a note of your responses in your learning diary as you progress in your reading:

1) Why is the topic of training and learning important to change management? 2) How does the topic of training, coaching and learning relate to the theory

and practice of change management? 3) What learning points are provided in the case examples in the literature? 4) How could you use this learning in the context of your river basin?

Reading list: Web Sources: Training and Development Survey, 2004, Chartered Institute of Personnel and Development, London, www.cipd.co.uk/surveys Maximising the impact of executive coaching: behaviour change, organisational outcomes and return on investment, The Manchester Review 2001, http://www.manchesterusa.com Anderson, Merrill C. ph.d., Executive Briefing: Case Study on the Return on Investment of Executive Coaching, MetrixGlobal LLC. 2001. http://www.metrixglobal.com Journal Papers Lawrie, John. "The ABCs of change management." Training & Development Journal 44.3 (1990): 87. Notvia Nitin, Joyce William, Roberson Bruce, What really works, Harvard Business Review, July 2003 Journal of Organizational Change Management:

Volume 19, issue 3, 2006, What role can a training needs analysis play in organisational change? Jacqueline Reed, Maria Vakola (pp. 393-407) Volume 19, issue 2, 2006, Between cultures: values, training and identity in a manufacturing firm, Hermine Scheeres, Carl Rhodes (pp. 223-236) Volume 9, issue 4, 1996, Organizational culture change through training and cultural immersion, Merv Wilkinson, Merv Fogarty, David Melville (pp. 69-81)

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Volume 7, issue 3, 1994, The Relationship between Work Setting and Employee Behaviour: A Study of a Critical Linkage in the Organizational Change Process, Peter J. Robertson (pp. 22-43)

Pahl-Wostl, C. 2006. The importance of social learning in restoring the multifunctionality of rivers and floodplains. Ecology and Society 11(1): 10. [online] URL: http://www.ecologyandsociety.org/vol11/iss1/art10/ Pahl-Wostl, C., Hare, M. (2004), ‘Processes of Social Learning in Integrated Resources Management’, Journal of Community & Applied Social Psychology, J. Community Appl. Soc. Psychol., 14: 193–206, Published online in Wiley InterScience (www.interscience.wiley.com). Books Stewart, Jim. Managing change through training and development. London: Kogan Page, 1991. Caplan, J, Coaching for the Future: How smart companies use coaching and mentoring, CIPD, London, May 2003 Following your reading you are also required to prepare a report on this topic in order to complete this stage. The report should answer the reading questions and outline the main theories and divergent trends in practice on training and coaching. It should be clearly stated in the report the reasons why training and coaching is fundamental to many change management interventions, and good examples from cases should be provided. Written reports completed for this session should be submitted where possible to another learner for peer review or to a trainer contact if they are willing to accept it. Your line manager may also be approached and asked to read what you have written and asked to provide feedback. The report should be presented in type-written format including references to literature where relevant. The knowledge you gather in the reading and completion of this report can feed into a meeting between you and fellow learners if you have an active social learning group to meet with. In this case, individuals can use their reports as the basis for a Fishbowl discussion together:

Fish Bowl Basic Principles: This is a type of group discussion that can be utilized when there are two distinct groups. Each group has an opportunity to discuss the issue while the other group observes, much like looking at the fish in a fish bowl. The facilitator is responsible for encouraging discussion during the small group discussion, keeping the discussion only among the inner circle, and then drawing out individual and group reactions during the combined discussion later. The goal of this technique is for one group to experience the others’ discussion, but is not discussed until the group discussion time. This technique can be utilized to create “buy-in” by two opposing sides. Key Principles: Chairs are positioned into two circles – an inner circle facing each other and an outer circle surrounding the inner circle. One group takes their position in the inner set of chairs; the other group takes their position in the outer circle. The facilitator initiates a discussion (see Group Discussion) of the issue among members of the inner circle. Members of the outer

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circle are able to view the discussion but are asked not to discuss anything among themselves. The inner circle discussion is limited to a set time (20 minutes). At the end of the designated time, the groups trade places and the same format is followed for the second group. After completing the second discussion, the inner chairs are added to the outer circle so that both groups are seated in one circle. The facilitator initiates a discussion between the two groups about their observations of the other group. The facilitator encourages discovery of “the other group’s” point of view. The concept of a “fish bowl” is to observe, discover, and analyze another group’s thought process. The combined group discussion should focus on bringing out discoveries about the other group. The facilitator must focus the discussion on facts rather than presumptions. This technique can be used in problem solving by assisting groups to gather insight about another group. Fish bowl discussion can be used as a consensus building technique in a planning or problem –solving process (Building Dynamic Groups Developed by Ohio State University Extension, 2000)

Questions used to lead the discussion in the fishbowl should be those suggested to guide reading at the outset of this stage. As always, individuals present should pay close attention and draw out key points by clever questioning, rather then telling each other answers that you should be able to reason for yourself from the reading. Individuals might also want to prepare and distribute handouts that contain the key points relevant to the reading, and also presenting any key models or theories relevant to the topic at hand and how this applies to your river basin. If you do not meet with others in a group, then prepare such handouts anyway and present your line manager with them and engage in discussion with him/her on this topic. Such conversations will add value to your mutual understanding of this topic and your insights will gain depth if you apply them to real practice. As a secondary exercise, you should consider a context where training and coaching would be necessary in an organization during a change management intervention, and prepare a short 5 minute role-play of how such conversations could be initiated with key members of staff or stakeholders on the topic of needed coaching. Questions you should try and keep in mind would include: what are the selling points for stakeholders for training and coaching? What obstacles could be faced by people who don’t want to engage in this type of activity? How can they be engaged with? What coaching conversations might a manager want to initiate with a team member without him/her knowing he/she was being coached? How might this be done? If you meet in a group to do this, this exercise should conclude following a few example role-plays being demonstrated at the front of the class. If you do it alone, perhaps get a friend to read through your role-play with you. Make a note of any learning points in your diary. Consider the value of this activity and what learning comes out of it and what gaps are identified for future learning. Are you ready for the next stage? Did you do Stage 5 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 6.

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STAGE 6:

INCENTIVE & RECOGNITION

PROGRAMMES

FOR

CHANGE MANAGEMENT

8 STAGE 6 – INCENTIVE & RECOGNITION PROGRAMMES FOR CHANGE MANAGEMENT

This stage focuses on an introduction to incentive and recognition programmes in the context of their relevance to change management. Use the following questions to guide your reading:

1) What role do incentive and recognition programmes play in the context of Change Management strategies and plans?

2) What principles should dictate the choice of one incentive and recognition programme over another?

3) What are the problems and limitations with incentive and recognition programmes in the context of Change Management planning?

4) What incentive and recognition programmes may be effective to stimulate required change in your river basin? Who would benefit from them?

Make a note of your responses to these questions in your diary as you read the following texts. Reading list: Journal Papers Raduchel, William J. "Managing change in the information age." Research Technology Management 37.4 (1994): 36. Books Smith, Douglas K. Taking Charge Of Change: 10 Principles For Managing People And Performance. Reading, Massachusetts: Addison-Wesley Publishing Company, 1996. 101 Ways to Reward Team Members for $20 (or Less!), by Kevin Aguanno Rewarding and Recognizing Employees: Ideas for Individuals, Teams and Managers by Joan Klubnik Recognition Redefined: Building Self-Esteem at Work, by Roger Hale and Rita Maehling Innovative Reward Systems for the Changing Workplace, by Thomas Wilson How to Recognize & Reward Employees, by Donna Deeprose Rewarding Teams: Lessons From the Trenches, by Glenn Parker, et al. Rewarding Teams, by Michael Armstrong Web Resources

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Rewards and Recognition – web article: http://edweb.sdsu.edu/people/ARossett/pie/Interventions/incentivesrewards_2.htm Beyond Compensation – web article: http://www.vault.com/nr/printable.jsp?ch_id=253&article_id=51708&print=1 Team Rewards & Incentives: Lessons from the Literature – web article: http://www.trg-inc.com/orgchange/electronic_rewards.pdf Boosting Company Performance through Team Rewards – web article: http://www.ciras.iastate.edu/publications/CIRASNews/fall97/reward.html Fighting Flu Season with Flexible Leave Policy – web article: http://www.vault.com/nr/printable.jsp?ch_id=253&article_id=18759&print=1 ‘Bringing Values to Life through Motivation and Recognition’ – Approach, method and tools: http://www.tmgroup-plc.co.uk/resources/pdf/recognition_article.pdf ‘Recognition & Incentives: Measurable Results, Behavioural Change’, http://www.tmgroup-plc.co.uk/2_m2/m2_integrated.htm Incentive Magazine - http://www.incentivemag.com/ Rewards & Recognition Review http://www.101rewards.com/ Recognition Insider - http://www.terryberry.com/services/recinsider.htm When reflecting on the questions posed to guide your reading, also think about how the above texts do and do not relate to your own experience of what would work with various stakeholders in river basins. Think about what needs to be achieved in reference to specific issues and who needs to be influenced by any potential incentives or recognition programs and therefore what this implies for practice. Make a note of your thoughts in your diary. If you meet again for the purposes of this stage with a group of fellow learners, a preliminary discussion should take place regarding how well you are managing your workload and to what extent you are still managing to work together to get through each stage and how you might be able to accommodate each other more. It may be useful to bring out the graphic templates completed by yourselves in Stage 0 and to spend some time talking in your groups about how you have been working together and if you have any problems now and what you could do to try to change things. It might also be necessary to change groups again if team dynamics are waning. It would be positive if you were re-inspired by looking again at your own collective and individual reasons for being here and your own values and principles about the way you want to work with each other. The rest of the group session, if you can attend or organize one, should be spent on a roundtable discussion on the reading questions. To do this properly you should sit round one big table, and one of you should write or draw on flip chart paper to make group notes throughout such a session. Dominant individuals should keep their talking time down to a minimum and simply try to engage with others in conversation on these topics with each other. Someone should keep note of what is and is not being said in order to fill in the gaps with any essential theory or model that has not been discussed from the literature. You may bring along a pre-prepared handout covering main points of the reading material to share with the group.

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Whatever happens, be sure to write down all your summary learning points and reflections in your diary. And, always consider how to make what you have learned relevant to your own practice in adaptive water resource management at the river basin scale. Are you ready for the next stage? Did you do Stage 6 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 7.

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STAGE 7:

SYSTEM

TRANSFORMATION

FROM A

COMPLEXITY

SCIENCE

PERSPECTIVE

9 STAGE 7 – SYSTEM TRANSFORMATION FROM A COMPLEXITY SCIENCE PERSPECTIVE

Stage 7 provides you with an introduction to system transformation from a complexity science perspective. In this stage you will learn how complexity science thinking informs the way we can theoretically perceive change to occur in systems such as organisations, or, for example, at river basin level, or, even at the larger scale of what could be called ‘human-technology-environment systems’. This will be seen to provide a starting point from which to re-consider how ‘change management’ should be implemented. The goal promoted here is to increase the adaptive capacity of the (water) system. The focus is on integrated system design, seeking to increase the ability of the whole human-technology-environment system to respond to change rather than to react to undesirable impacts of change. It is therefore a pro-active management approach grounded in an acceptance of the interdependent nature of social, technical and environmental processes that emphasises that change must be based on a collective learning process. However, as Pahl-Wostl (2004) points out, we are yet far from putting into practice truly integrated resources management while fully taking into account the complexity of human-technology-environment systems, as can be seen through experiences in managing environmental problems and resources that provide partial success stories but when assessed over the longer term perspective demonstrate unexpected side-effects. For example:

• Flood control efforts such as levee and dam construction have led to more severe floods by preventing the natural dissipation of excess water in flood plains. The cost of flood damage has increased as the flood plains were developed by people who believed they are safe.

• Pesticides and herbicides have stimulated the evolution of resistant pests and weeds, killed of natural predators, and accumulated up the food chain to poison fish, birds and possibly humans.

• Programs to increase the capacity of roads designed to reduce congestion have increased traffic, delays, and pollution by attracting more people to drive with the car and by providing incentives for a spatial segregation of workplace, residential and shopping areas.

• Policies of fire suppression have increased the size and severity of forest fires. Rather than frequent, small fires, fire suppression leads to the accumulation of dead wood and other fuels leading to larger, hotter, and more dangerous fires, often consuming the oldest and largest tress that previously survived fires unharmed.

• High security standards for heavily subsidized water supply systems designed to meet maximum daily demand have lead to quite expensive and inflexible systems and to exaggerated expectations of the public regarding the provision of services at no cost.

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Pahl-Wostl (2004) suggests that in all these cases policy makers, resource managers and engineers underestimated the importance of feedback effects, non-linearities, time delays and changes in human behaviour as a consequence of policy interventions. She continues:

“Human actors typically tend to reduce the complexity and dimensions if they are confronted with a problem to be tackled (Sterman, 2000; Vennix, 1996). What may be more appropriately described as a messy problem situation is often compressed into a description of a well defined problem with simple cause-effect relationships. Open loop structures that behave quite “benign” are assumed instead of feedback cycles. The problem of traffic congestion and the corresponding dissatisfaction of car drivers for example have been attributed to a lack of road capacity. However, such a simplifying approach is misleading. It helps to handle the problem, may be successful in the short-term but the negative effects of long-term consequences may often outweigh short-term benefits. What has been neglected in the traffic example was the fact that more and better roads provide an incentive for people to use the car more often and abandon public transport, to move to a place where they depend on the car etc.”

In order to deal with such cases more effectively the following recommendations are made:

• Use methods that facilitate exploration of all possible scenarios of the co-evolutionary development of human-technology-environment systems that may result from policy interventions.

• Use methods that facilitate different policy problems to be matched to appropriate management strategies.

• Address environmental problems from a wider perspective taking into account complexities, non-linearity and the limits of control - control of environmental problems is an illusion.

Technical systems are constructed such that they can be controlled. However, human-technology-environment systems are more appropriately described as complex adaptive systems where different paradigms have to be used. While reading the suggested texts on the list below, consider the following questions and make a note of your thoughts and reflections in your diary while reading:

1) If the locus of control in and external to organisations is multi-faceted and ever-shifting, and if surprise and unpredictability are the real contexts river basin stakeholders operate in, what are the implications for Change Management at river basin level?

2) How does complexity science thinking inform Change Management? 3) In view of your learning, what lessons are implied for how things should be

done differently in your river basin?

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Reading list: Journal Papers Journal of Organisational Change Management, Volume 15, issue 4, 2002, Special issue: Chaos: applications in organizational change. Journal of Organisational Change Management, Volume 13, issue 6, 2000, Special issue: Fermenting change: exploring complexity and chaos. Ackoff, R. (1983) 'Beyond Prediction and Preparation.' Journal of Management Studies. 20.(1): 59-69. Fortune, J. and Peters, G. (1990). "The Formal systems Paradigm for Studying Failures." Technology Analysis and Strategic Management 2(4): 383-390. Tushman, Micheal L., and Charles A. O'Reilly III. "Ambidextrous organizations: managing evolutionary and revolutionary change." California management review 38.4 (1996): 8. Rutger van der Brugge, Jan Rotmans (2006). Towards Transition Management of European Water Resources. Published in Journal Water Resource Management, Special issue: Advances in global Change Research. Books Conner, Daryl R. Leading At The Edge Of Chaos: How To Create The Nimble Organization. New York, New York: John Wiley & Sons, Inc., 1998. McMillan, E. (2004), Complexity, Organisations and Change. Routledge, Talyor & Francis, London. Axelrod, R. and Cohen, M. D. (1999), Harnessing Complexity: Organisational Implications of a Scientific Frontier. Simon & Schuster, New York. Beinhocker, E. D. (1998), ‘Strategy at the Edge of Chaos’, McKinsey Quarterly, Vol. 1998, No. 1, pp. 109-118. Other Papers Pahl-Wostl, C. (2004): The Implications of Complexity for Integrated Resources Management. Pahl-Wostl, C., Schmidt, S. and Jakeman, T. (eds) iEMSs 2004 International Congress: "Complexity and Integrated Resources Management". International Environmental Modelling and Software Society, Osnabrück, Germany, June 2004. implications_of_complexity_cpw.pdf To complete this stage you should read the above texts, write notes in your diary, and try to organise a Knowledge Café discussion group to exchange ideas with fellow learners. A starting point to be used for discussion should be the initial questions set to guide reading. Additional topics of conversation could cover in more detail implications for how your river basin is understood and what implications for practice the reading brings to bear on it. To understand this topic further it will be useful to spend some time evaluating current tools and practice to see if they help or not, or how effectively they help, if

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the river basin is considered through a complexity science inspired lens. This different perspective may require different organisational forms, different communication methods between different groups of people. Do current tools and methods deliver towards these objectives? If not, consider what tools and methods are needed. To clarify understanding of this topic it may be useful to make contact with a person who is knowledgeable on the topic of complexity science to engage in conversation with them. If this isn’t possible, there are other sources of information available online, which can be found by carrying out a simple search. As a final summary task for this stage, you should look back through your diary and make fresh notes on how your thinking has changed since you first started writing it. In what way does the world look different to you now? How has what you have learned influence the way you see tasks and how to conduct change management in adaptive water resource management at the river basin level? Talk over your thoughts with a colleague and make a note of their input. Are you ready for the next stage? Did you do Stage 7 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 8.

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STAGE 8: STAGE 8:

COMMUNICATION PLANNING & COMMUNICATION PLANNING & COMMUNICATION MEDIA

10 STAGE 8 – COMMUNICATION PLANNING & COMMUNICATION MEDIA This stage provides an introduction to the topic of communication planning and the use of communication media. By now you should have a good foundation of knowledge acquired by previous stages of learning in this guide. This foundation will help to give you an understanding on how to apply learning acquired in this stage. Use the following questions to guide your reading and make relevant notes in your learning diary:

1) Why and how should communication be used as a tool and method of Change Management for AWRM at the river basin level?

2) Who are relevant parties to engage in communication activities and how should they be engaged?

Reading list: Using Communication Theory: An Introduction to Planned Communication, by Sven Windahl, Benno Signitzer, and Jean Olson (1991) Space Race: An Inside View of the Future of Communications Planning (Hardcover) by Jim Taylor (2005) Open Space Technology: A User's Guide, by Harrison Owen (1998) Tony Proctor, and Ioanna Doukakis. "Change management: the role of internal communication and employee development." Corporate Communications: An International Journal 8.4 (2003): 268. Cushman, Donald P. and Sarah Sanderson King. Communicating organizational change: a management perspective. Albany: University of New York Press, 1995. Making the Connections: Using Internal Communication to Turn Strategy into Action by Bill Quirke (2002) See http://www.harmonicop.info/handbook.php to download a copy of the HarmoniCOP (Harmonising Collaborative Planning) Handbook, ‘Learning together to Manage Together: Improving Participation in Water Management’. The handbook provides extensive guidance and instructions on the implementation of tools which facilitate public participation and communication methods in tune with the need for Adaptive Water Resource Management (AWRM). When you have read the above texts, try to arrange a discussion meeting with your fellow learning partners. At this meeting you could try the following exercise to make sense of your learning on this topic and put some ideas into practice. Following a short discussion of the reading material between you, arrange yourselves into small groups. The exercise you should aim to complete should be set in the context of a government agency which has recently hired some

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consultants to plan a change strategy for the river basin, but who now need further consultation from communication planning and communication media experts. The exercise should challenge you to think how to overcome obstacles such as stakeholder diversity (of all kinds), the need to balance confidentiality with openness and transparency, to channel appropriate and consistent messages to different groups of external and internal stakeholders, how to consult and engage with people who stand to lose and become disadvantaged by any proposed changes, etc. The exercise should include stakeholder analysis, communication planning and design and use of innovative yet effective communication media tools. At the end of the session you are required to present their results to each other and to engage in discussion around this. Individuals could also prepare handouts to summarize and outline main points learned from the reading list which could provide useful input into the task. Lessons learned should be written up in summary conclusions in individual learning diaries. Are you ready for the next stage? Did you do Stage 8 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 9.

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STAGE 9:

CASE STUDY RESEARCH

11 STAGE 9 – CASE STUDY RESEARCH This stage provides the opportunity to do some individual research in order to find case study information pertaining to change management in general, and pertaining to change management in river basins in particular. You should first of all use the questions below to determine aspects of enquiry relevant to your search. Reconsider the questions along the way in order to refine your search and in order to reflect on learning points through reading the case studies you find. Use these questions to guide your search and your consequent reading:

1) What do case studies (find at least 5!) show about: a. The perceived need for change (in river basins)? b. The factors that stimulate change (in river basins)? c. The people initiating, managing or participating in the change (in

river basins)? d. How change is ‘managed’, implemented, and achieved (in river

basins)? e. Obstacles and resistance to change (in river basins)? f. Intended versus realised change (in river basins)?

2) What are the most common approaches, tools and methods deployed by those implementing change (in river basins)?

Reading list: Change management resource library - www.change-management.org

Search these journals for relevant and/or useful case studies: Journal of Change Management Journal of Organizational Change Management International Journal of Knowledge, Culture and Change Management Journal of Applied Psychology Journal of Occupational and Organizational Psychology Journal of Occupational Health Psychology International Journal of Human Resource Management Journal of Electronic Commerce in Organizations Group and Organization Management European Journal of Work and Organizational Psychology Journal of Organizational Behavior The Leadership Quarterly British Journal of Psychology Applied Psychology: An International Review Human Factors and Ergonomics in Manufacturing International Journal of Management Reviews Academy of Management Journal

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Academy of Management Review British Journal of Management Journal of Management Studies Journal of Information Technology Also, search other sources and journals relevant to environmental management. E.g.:

• The International Human Dimensions Programme on Global Environmental Change: http://www.ihdp.org/,

• Global Environmental Change & Human Security: http://www.gechs.org/,

• Encyclopaedia of Global Environmental Change: http://www.wiley.co.uk/wileychi/egec/,

• Institutional Dimensions of Global Environmental Change: http://www2.bren.ucsb.edu/~idgec/

• People, Land Management and Ecosystem Conservation: http://www.unu.edu/env/plec/

• Human Health and Global Environmental Change: http://www.ciesin.org/TG/HH/hh-home.html

• Global Environmental Change: Human and Policy Dimensions - an international, interdisciplinary journal spanning the social and natural sciences. It publishes high-quality original theoretical and applied research and review articles across the entire field of global environmental change. Areas include biodiversity and ecosystem services, water resources, climate change, international agreements, North-South relations, land use and cover change, institutions and governance. The journal interprets global environmental change to mean the outcome of processes that are manifest in localities, but with consequences at multiple spatial, temporal and socio-political scales. The journal addresses issues of public policy, economics, equity, risk, and resilience, science policy, international development, and health and well-being.

Some specific case studies relating to river basins are available on the internet for general public access. In particular, see http://www.harmonicop.info/ for details concerning a European project which investigated the public participation and social learning mechanisms in use in a number of river basins throughout Europe: 1) The HarmoniCOP case study of Switzerland (river Rhone) - http://harmonicop.info/_files/_down/CaseStudyCH%20Rhone.pdf 2) HarmoniCOP case study synthesis. "Good European Practices for Stakeholder Involvement - Lessons from Real Planning Processes" analysed the HarmoniCOP case studies with regard to social learning enablers and barriers - http://harmonicop.info/_files/_down/SynthesisOfCaseStudies.pdf 3) The HarmoniCop case study of Spain - http://harmonicop.info/_files/_down/CaseStudySpain.pdf 4) The HarmoniCOP case study of Germany -

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http://harmonicop.info/_files/_down/GermanCase_FinalReport.zip 5) The HarmoniCOP case study of Italy - http://harmonicop.info/_files/_down/Fina%20WP5%20Italian%20Case%20Study%20Report%2029Nov%202004.pdf 6) The HarmoniCOP case study of Hungary - http://harmonicop.info/_files/_down/Final%20WP5%20Hungarian%20Case%20Study%20Report%20%2029Nov%2004.pdf 7) The HarmoniCOP case study of France - http://harmonicop.info/_files/_down/Final%20WP5%20French%20Case%20Study%20Report%2029Nov%2004.pdf 8) The HarmoniCOP case study of Belgium - http://harmonicop.info/_files/_down/Final%20WP5%20Flemish%20Case%20Study%20Report%2029Nov%2004.pdf 9) The HarmoniCOP case study of Great Britain - http://harmonicop.info/_files/_down/Final%20WP5%20English%20Case%20Study%20Report%2029Nov%2004.pdf 10) The HarmoniCOP case study of Holland - http://harmonicop.info/_files/_down/Final%20WP5%20Dutch%20Case%20Study%20Report%2029Nov%2004.pdf Also, see http://www.newater.info/everyone/2034 for case studies investigated on the NeWater project, e.g. the Tisza river basin case study - http://www.newater.info/everyone/2302 A downloadable UN e-book (Sustaining the Future: Economic, Social and Environmental Change in Sub-Saharan Africa) containing African case studies can be found online at: http://www.unu.edu/unupress/unupbooks/80918e/80918E00.htm Another interesting source can be found on the ‘Earthshots’ website. The website provides information and satellite images of environmental change pertaining to water cases including:

• The Aral Sea (http://earthshots.usgs.gov/Aral/Aral),

• Great Salt Lake, Utah (http://earthshots.usgs.gov/GreatSaltLake/GreatSaltLake),

• Hubbard Glacier, Alaska (http://earthshots.usgs.gov/Hubbard/Hubbard),

• Lake Turkana, Ethiopa, Kenya (http://earthshots.usgs.gov/Turkana/Turkana),

• Kara-Bogaz-Gol, Turkmenistan (http://earthshots.usgs.gov/KBG/KBG),

• Phnom Penh, Cambodia (http://earthshots.usgs.gov/PhnomPenh/PhnomPenh),

• Saloum River, Senegal (http://earthshots.usgs.gov/Saloum/Saloum),

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• Imperial Valley, California (http://earthshots.usgs.gov/Imperial/Imperial),

• IJsselmeer, Netherlands (http://earthshots.usgs.gov/IJsselmeer/IJsselmeer),

• Iraq – Kuwait (http://earthshots.usgs.gov/Iraq/Iraq),

• Lake Chad, West Africa (http://earthshots.usgs.gov/LakeChad/LakeChad),

• Orlando, Florida (http://earthshots.usgs.gov/Orlando/Orlando), Exercise: Make a list of the most interesting and relevant case studies you find. You may not be able to find case studies specifically on river basin change management that really give you what you want. If you find other case studies on change management from other sectors, you may use these instead in order to consider how findings from those case studies may be transferred to your own context. Where you find lots of different case studies from different sectors and domains of practice, you will find it a valuable exercise to compare and contrast approaches and underlying reasons for differences and similarities. Consider the questions raised at the outset of this stage and find answers to them from your case study reading. In depth responses are required, with examples and comparisons from different case studies. Record your findings on case studies in your diary, and prepare to share your learning by presentation to fellow learners when you next meet. You should note important case studies and main points others highlight in addition to your own findings. Case study knowledge is a valuable asset – work hard to remember stories from case studies and recount these to your colleagues and other relevant stakeholders when you are faced with problem solving tasks and need to consider what other people have done elsewhere. Your learning diary will become a valuable tool to you in helping you to remember such nuggets of knowledge – make sure you fill it with important insights and useful information from case studies. Are you ready for the next stage? Did you do Stage 9 properly? Are you sure? If not, go back and fill in the bits you missed. You are now ready to move on to Stage 10.

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STAGE 10:

ENGAGE IN CHANGE

12 STAGE 10 – ENGAGE IN CHANGE In this stage you will propose, plan, design, develop, implement, monitor, and evaluate a change intervention that you can really have hands on experience with – this should ideally be a real case from your own river basin that you are able to play a part in with other stakeholders. You will need to read texts on monitoring and evaluating change interventions. You will need to report and reflect on change and you are engaging in it. You will need to prepare a report (5000 words max.) and presentation for stakeholders on the change intervention carried out – this presentation should be given after you have finished your project and used as an opportunity to thank those who participated and to give them something in return for their participation. You are then required to conduct a personal and peer review on your Adaptive Flexible Implementation in the Context of a Change Intervention – as you and others you have been learning with have designed and implemented them. To pass this stage you should write a final individual report (15 to 20,000 words), including an introduction, literature review (covering theory of change management, practical examples from case studies, and state of the art in tools and methods), critical evaluation of current needs in your own river basin – as indicated by the literature review and from conversations with river basin stakeholders, lessons learned from your own experience and learning as encountered on the journey this guide provides, and conclusions and recommendations for your own practice. The report can either be kept for personal reflection and assessment by yourself, disseminated among peers for peer assessment, or emailed to the course trainer for one-to-one feedback. The reading assignment set for the completion of this stage will be to review the highlights of the previous stages and to scan previously read references in order to complete the report. It will also be necessary, once the report is complete, to leave it for approximately one week and then to come back to it and read it with fresh, critical eyes. You should also conduct your own final review on learning outcomes in reference to the reading and diary-writing guide provided. To pass this stage, stage 10, you will have to take the time to really put what you have learned into practice. There is no set time limit within which this stage should be completed – it may even take a few months. In this stage you are required to propose, plan, design, develop, implement, monitor and evaluate a change intervention relevant to your own work in your river basin. It is expected that this project will allow you the opportunity to demonstrate whether you are able to satisfy the following specific learning outcomes expected from completion of this study guide:

• Evaluate the choice of change strategy in different organisational contexts • Plan a change programme • Plan a communication programme • Practice the use of different communication media • Experience the implementation of change

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In order to scope your project you will need to identify a feasible problem in a real stakeholder and river basin context. This will ideally be with a real group of stakeholders. If it is not possible to arrange such a project with other stakeholders, you will need to liaise with your line management and together you will have to be creative and design a project to tackle within your own organisation. In any case, your line management should be actively involved in this project as they will need to authorise and help you establish positive links between stakeholders and yourself. In addition to the change project envisaged, you will be required to complete the following reading assignment on the topic of evaluating and monitoring change interventions and use the following questions to guide your reading and project planning: Questions to guide your reading:

1) What measures will you use that both monitors the progress of your change intervention along the way and also determines the level of success achieved at the end?

2) How will you measure and record this progress and achievement? What methods will you use and who with?

3) How will you present your results? Reading list: FINN DANIELSEN, NEIL D. BURGESS and ANDREW BALMFORD, (2005). Monitoring matters: examining the potential of locally-based approaches, in Biodiversity and Conservation. Skinner, Denise 1. "Evaluation and change management: rhetoric and reality." Human Resource Management Journal 14.3 (2004): 5. Parkinson, Steven, Rodney McAdam, and Joan Henderson. "Organizational change evaluation: towards a more subjective approach." Journal of General Management 25.2 (1999): 59.

You must write up your plans, designs, notes from implementation and evaluation and monitoring as you go along. You must of course first identify the change to be ‘managed’ and use your learning from previous stages of this guide and other training in order to implement this change plan effectively. You must also be able to evaluate, monitor and change your own plans as you go along, in order to be adaptable yourself. You should write about your experiences in your diary throughout the whole change ‘journey’. This task is challenging due to its size and also the lack of formal supervision you receive in planning and designing your project. This is why it is important to get your line management involved as soon as possible. You may be able to use an existing project as a basis for this task, or you may be able to help someone else with another project already ongoing in your organisation. However, it is important

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that you get the opportunity to have a substantial input in the design of the approach to the problem and the change strategy, tools and methods used. If you intend to submit your work to a university in order to obtain credits towards an MSc level qualification, it will be necessary to liaise with your contact there in order to clarify the normal protocols for engaging in such work that will need accreditation. In this case you should also check details regarding the expected format, content, and structure of a final report and presentations required for successful completion of this task. If you choose not to liaise directly with a university for this purpose, you could use the following guidelines for completion of an MSc level dissertation at Cranfield University, UK. This includes notes on how to write a literature review, and how to present your thesis (adapted from instruction documents intended for students, published on Cranfield University website, 2007). Writing a Literature Review The purpose of this section is to provide a step-by-step guide to writing a literature review. It is likely that you will already have a good idea of what a literature review should look like, as you will have seen examples of them in books, academic articles and previous theses, but it is often difficult to know how to begin to turn the results of a literature search into a fully synthesised review. This section provides practical tips for writing your review, from creating the basic structure to refining the final document. The following aspects are considered:

• What is a literature review? • What does a literature review look like? • What are the steps involved? • Bringing it all together • When to paraphrase and when to use direct quotations • Conventions • Works which you have not cited directly • Further reading

What is a literature review? A literature review is an important part of an academic thesis. Academic research draws on, and contributes to, a body of knowledge, and without referencing your sources fully and in a recognised manner, your work will not fulfil the requirements of research at Masters or Doctoral level. Your literature review shows that you have based your research on ideas already accepted and contributed by practitioners working in your field, and that you have not simply concocted your own untested methodology. This is an essential part of academic research, but it is important that you acknowledge your sources appropriately. Drawing on existing work but failing to acknowledge it is plagiarism, and will at best result in a recommendation that you revise and resubmit your thesis.

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What does a literature review look like? A literature review serves two main purposes. It presents your research as a narrative, so that your reader can understand exactly what your work entails, and demonstrates to your reader that you have read appropriately within your field. Scope and structure Your literature review will effectively tell the story of the work that you have done, by placing it into the context of work that has already been done. It should be broken down into a logical structure (see the example later) and this will show your reader at a glance what they can expect from your work in terms of scope and subject coverage. The structure that you define for your review has a number of functions. It tells the reader of the limits of your research (e.g., you have looked at the effects of gender on leadership style, but not the effects of national culture); it provides the reader with the background information that they need in order to be able to understand your research (e.g., you are discussing an environment of rapid change in the context of supply chain management, so you may want to explain why this particular industry is one which is subject to rapid change); and it informs the reader of the way in which you are planning to present your research, and the way in which your thoughts have developed. Incorporating published works As well as outlining the scope and structure of your research, your literature review, which will normally form a separate chapter of your thesis, brings together everything that you have read, which has contributed to your understanding of your subject, and which supports (or disagrees with) the arguments that you want to present. Much of the review will be in your own words, but you will also incorporate supporting ideas taken from the published literature, either by paraphrasing them, referring to them in a general way, or by quoting directly from the original. Any paraphrased points or direct quotations must be acknowledged by indicating the author of the original work, usually as closely as possible to the sentence in which you are referring to that work. See http://www.cranfieldlibrary.cranfield.ac.uk/library/help_information_guides/writing_and_referencing for more information on citing bibliographic references and avoiding plagiarism. What are the steps involved? 1. Identify the relevant articles Throughout your preparation for writing your thesis, you will have used databases and other sources to find work relevant to your research, as well as the extensive reading lists found within this guide. Finding articles will not be covered here, but for more information, please see the leaflet entitled Effective Literature Searching, available at: http://www.cranfieldlibrary.cranfield.ac.uk/lit_search. 2. Identify the main themes This is where you begin to tell the reader the story of your research, so that they can understand the extent and limits of the work that you have done. It is likely

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that you have already given some thought to the different strands of discussion that you want to include in your thesis, because these will have dictated the database searches that you have done, and will also dictate the chapter and sub-chapter headings in the whole thesis. The same will apply in your literature review. If you have already decided on your chapter headings, and the sub-headings within them, these themes can be echoed in your literature review, and you can use them exactly as they are. If you have gathered a range of relevant literature, but are still unsure as to how your thesis will be structured, it could be that what you find in the literature will provide the structure for your thesis, rather than the other way round. Read your articles carefully, and make a list of the points which seem important enough to warrant discussion as a separate idea. It is a good idea to do this as a simple Word document. 3. Establish headings and sub-headings Look at your list of points, and begin to rearrange them into a logical order, using sub-headings to group together ideas which may be related. Example Comparison of leadership styles of men and women in ten different countries, within the banking sector. There are two main strands to the literature here; the effect of gender on leadership style, and the effect of national culture on leadership style. This provides the two main sub-headings, under which narrower headings can be grouped, e.g.: Effect of gender on leadership style Female and male leaders – a comparison Cognitive abilities, social skills, and motivation Leadership style Structure of the organisation Formal and informal organisations Organisational impact of managers’ personal lives Effect of national culture on leadership style Levels of equality Power distance Individualism and collectivism Uncertainty avoidance Problems of intercultural conflict Expatriate workers Multinational companies

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Manifestation in the organisation Implications for management training Implications for recruitment Implications for organisational communication 4. Highlight the relevant points in each article Having determined the structure of your review, as dictated by the main themes that you want to focus on, go back to your articles and re-read them. This time, look specifically for references to the themes that you have identified as being important. The easiest way to mark them is to use a system of coloured markers or highlighters, with a different colour for each separate theme. This way, you will easily be able to draw together references to the same theme from each different article. While you are reading through your articles and highlighting relevant passages, look out for sentences or phrases which it might be helpful to use as direct quotations, and mark these in a different way. 5. Group relevant points under the appropriate headings Start to transfer each of the points that you have highlighted to the Word document that you began earlier, placing each highlighted idea under the appropriate heading. You may have decided at this stage which sentences to quote directly and which to paraphrase or simply refer to, but it might still be a good idea to type them exactly as they appear at this stage, as it will give you greater flexibility later on. For clarity, leave a space between each point, so that you can distinguish between them easily. NOTE It is vital that for each point that you transfer to your Word document, you also note the author, date, and number of the page on which the sentence or paragraph appears. Even if you intend to use a numbering system for your text references, it is easier at this stage if you use the name and date to identify the source. 6. Start to develop your own wording By now, you will have more of a feel for what you are trying to say, and how the literature supports the points you want to make. The next stage is to begin to develop your own argument, while at the same time incorporating supporting points derived from your articles. It is a good idea to summarise the contribution of each author, putting them in order as your argument develops, e.g.:

It may be difficult to gain access to a company in the first place (Jamieson, 1984, p. 56).

Senior management are notoriously difficult to convince of the validity of what they may perceive as ‘pure’ academic research (Singh, 1995, p. 32).

It is easy to waste a lot of time by making initial contact with the wrong person (Callaghan and Davies, 2001, p. 78-9).

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If you feel that any of the points that you have listed merit direct quotation, remember to put them in inverted commas, and to keep the page number with the reference. If you only intend to paraphrase, or simply refer to a work in general, you can drop the page numbers as you refine your review, but it is helpful to keep them in at this stage. As your literature review develops, you may wish to group similar arguments together, if you do not want to pursue particular points in detail, e.g.: A number of authors have discussed the problems inherent in action research (Jamieson, 1984; Singh, 1995; Callaghan and Davies, 2001). 7. Refine the format of your in-text citations As noted earlier, there are two methods of linking a statement or a direct quotation to the source from which it has come. You can either use the author’s name and the date of the work in brackets, at an appropriate point in the sentence, or you can use a number, either superscript, or full size but in brackets, which corresponds to the number of the full reference in your bibliography. The following paragraphs will focus on the name and date method, as the numbering method is far simpler. Please refer to other guidance on citing bibliographic references for further information on reference styles (information available at http://www.cranfieldlibrary.cranfield.ac.uk/library/help_information_guides/writing_and_referencing). Bringing it all together At this point, you will have worked out what you want to say, and will have incorporated the points which support your argument, along with the author, date and page number where these points can be found. However, it may still look rather clumsy and stilted, and may not read as well as it could. To make it read more elegantly, you need to move away from a set formula of making the point, followed by a name and date in brackets. You can do this in a number of ways, e.g. through variations on the name and date format, variations in the focus of writing on either of the author, the study or the date or period addressed (see more information on this at http://www.cranfieldlibrary.cranfield.ac.uk/library/help_information_guides/writing_and_referencing). Advice on when to paraphrase and when to use direct quotations as well as tips on using different methods to incorporate direct quotations can also be found in the help guide to citing bibliographic references available online at http://www.cranfieldlibrary.cranfield.ac.uk/library/help_information_guides/writing_and_referencing Further reading There are a number of books which provide useful further reading, some of which you may be able to get hold of through your library or perhaps by purchasing them second hand on the internet. Anderson, Jonathan and Poole, Millicent (1998) Assignment and thesis writing (3rd

edition), Wiley, Brisbane.

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Brause, Rita S. (2000) Writing your doctoral dissertation: invisible rules for success, RoutledgeFalmer, London.

Fink, Arlene (1998) Conducting research literature reviews: from paper to the Internet, Sage, Thousand Oaks.

Fitzpatrick, Jacqueline, Secrist, Jan and Wright, Debra J. (1998) Secrets for a successful dissertation, Sage, Thousand Oaks. Hart, Chris (2001) Doing a literature search, Sage, London. Hogan, Michael and Reinheimer, David 2001) From sources to purpose: a guide to

researched writing, Harcourt College Publishers, Fort Worth. Palmer, Richard (1993) Write in style: a guide to good English, E&FN Spon,

London. Palmer, Richard (2003) The good grammar guide, Routledge, London. Potter, Stephen (ed) (2002) Doing postgraduate research, Sage, London. A Prescribed Form for the Presentation of Theses This section is intended to provide guidance for the presentation of theses at Cranfield University and could be used as a guide for writing and presenting a report such as the one required in this stage. It is not presented here in its entirety but the rest of the document can be found online at http://www.cranfieldlibrary.cranfield.ac.uk/library/help_information_guides/writing_and_referencing. The majority of this section consists of suggestions for the layout of a thesis. When submitting your work to a university, as long as you have complied with mandatory requirements, general layout is largely a matter of personal taste. Every thesis must be prepared on A4 size white paper of a minimum weight of 80g/m2 and a maximum weight of 100g/m2 in accordance with the following specification:

• The text must by typed, including titles and captions of illustrations, with margins of not less than 3cm on all four sides.

• However, mathematical text may be hand written, but must conform to a standard mathematical notation. Computer language mathematical notation is not normally used.

• Pages of text, including inserted illustrations and appendices, must be numbered consecutively.

• Photographs, drawings, graphs and other illustrations which are not incorporated in the text must be reproduced on A4 size card (not heavier than 230g/m2) or paper, again leaving a margin of not less than 3cm all round. Where photographs are used, original photographic prints must appear in every one of the theses submitted.

• Where large scale engineering drawings are used, copies reduced to A4 size, or A3 folded to A4, must be included in the thesis. In addition, a complete set of the original drawings should be handed in to the student's Department.

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• The size of print for the main body of text should be not less than 12 point. Students are encouraged to print on both sides of the page.

The cover should contain, in this order:

• the name of the University • the name of the author • the title of the work • the author's School • the award for which the thesis is submitted, (eg MSc, PhD) The title page must contain, in this order:

• the name of the University • the author's School and Department • the award for which the thesis is submitted (eg MSc, PhD) • the academic year of original submission • the name of the author • the title of the work • the name of the supervisor • the date of presentation Insert a copyright notice at the bottom of the title page: © <insert university name, or if none, your name>, date (year only). All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.

The page immediately following the title page must contain an abstract of not more than 300 words. A list of references and/or bibliography must be included in the thesis. Sufficient information must be given to allow references to be easily traced. The style of referencing must be consistent. Illustrations and photographs Drawings which are larger than A4 may be included as long as they are folded down to A4 size. Photographs should be mounted on card or paper, and should not be loose or submitted in separate envelopes. Good quality colour photocopies are acceptable. Physical arrangement of theses This is not definitive, but a reasonable layout would be as follows:

• Front cover • Title page • Abstract • Acknowledgements, if applicable • List of contents • List of figures • Notation • Main body of text

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• Chapter 1: Introduction • Chapter 2: Literature Review • Chapter 3: Project Research Methods • Chapter 4: Project Findings • Chapter 5: Discussion • Chapter 6: Conclusions

• References and/or Bibliography • Appendices • Tables, unless these are included in the text • Illustrations, unless these are included in the text • Back cover List of contents It is good practice to use the same style for the list of contents as you have used in the main text. It is usual to use upper case for main headings and upper and lower case for subheadings. If you have included more than five illustrations, it is helpful to include a list of figures. Both the contents page and the list of figures should be on un-numbered pages, and if both are very short, they can appear together on the same page. Page numbers should be those on which each section starts, ie ‘29’ rather than ‘29-32’. Main text The size of print for the main body of text should be no smaller than 12 point, although headlines may be larger. It is up to you whether you print single or double sided, and whether you use single or double line spacing. Page numbering should begin with the introduction on page 1 and should include inserted illustrations. Page numbers should be consecutive and should appear at the centre of each sheet, approximately 1.5cm from the top or bottom. Page numbers fall outside the mandatory 3cm margin. Appendices Appendices are expansions or more detailed explanations which it would not be appropriate to incorporate into the main text. They should be lettered A, B, C, and paginated consecutively with the main text. Photographs Photographs for inclusion in theses should normally be mounted on A4 paper, with typed captions. There may be occasions when a series of photographs can be better reproduced by mounting several on card, in which case mounting facilities should be sourced from a printing press. Should you require photographic services, it is advisable to submit your requests as early as possible to avoid delays. References The terms 'references' and 'bibliography' are often used interchangeably, but in fact each serves a different purpose within a document. References refer solely to the works cited within the document, while the terms 'bibliography' or 'further reading' are taken to mean everything which has contributed to your knowledge of the subject, even if you have not made direct reference to it. Anything which is not

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your own work or common knowledge should be referenced, and direct quotations, graphs, figures, etc, should include page numbers in the text reference. There are two main recognised standards for the citation of bibliographic references; Harvard and Turabian, which are very similar, but differ in the placing of the date and place of publication. Universities are not always prescriptive about the precise style which should be used in theses, but it is important to use the same style throughout, and to include sufficient information to enable your examiner to evaluate your sources, and your reader to identify and obtain them. However you choose to interpret your chosen style, make sure that that it is the same throughout. Detailed advice on how to cite books, a chapter in a book, a journal article, conference paper, a reference which has been cited in another source, ephemeral sources, internet sources, and how to link references with the text along with further tips on use of footnotes can all be found online at http://www.cranfieldlibrary.cranfield.ac.uk/library/help_information_guides/writing_and_referencing. Writing style A thesis or report is a particular type of document and must satisfy particular requirements. Logical structure, clear definition and development of the argument, precise language, and rigorous referencing are expected of a good thesis. If English is not your first language, it is often useful to ask someone else to read through your thesis to make sure that it actually says what you intend it to say. Below are a few general suggestions which you may find useful. Do: • Plan the structure of the report. If you have already formed a clear idea of the

content of each section, it will be easier to sort your material to fit the structure you have established.

• Be precise, but not simplistic. Do not use a long word where a short one will convey your meaning just as well. Equally, do not use simplistic English where a single longer word will convey greater depth.

• Make sure that all assertions, claims, purported facts etc can be verified, either by your own findings, or by sources that you have cited.

• Make sure that your references are complete, accurate and consistent. • Ensure that your references are properly linked to the text. • Acknowledge your sources. • Provide an explanation for any abbreviations used. Do not: • Pad out the text unnecessarily to make it longer – 15,000 to 20,000 words

should be enough for a report of this nature. • Include references which have not been used. • Submit incomplete or inaccurate references. • Use direct quotations without acknowledgement. • Use inappropriate or out-of-date references.

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Further reading Bailey, Edward P Jr. Writing clearly: a contemporary approach. Columbus, Ohio: Charles E Merrill, 1984. Berry, Ralph. How to write a research paper. 2nd ed. Oxford: Pergamon, 1986. The Chicago manual of style. 13th ed. Chicago: University of Chicago Press, 1982. Cooper, Harris. Synthesizing research: a guice for literature reviews. 3rd ed. Thousand Oaks: Sage, 1998. Fink, Arlene. Conducting research literature reviews: from paper to the Internet. Thousand Oaks: Sage, 1998. Hart, Chris. Doing a literature review: releasing the social science research imagination. London: Sage, 1998. Li, Xia, and Crane, Nancy B. Electronic style: a guide to citing electronic information. Westport, CT: Meckler Publishing, 1993. Markel, Mike. Writing in the technical fields: a step-by-step guide for engineers, scientists, and technicians. Piscataway, NJ: IEEE Press, 1994. Palmer, Richard. Write in style: a guide to good English. London: E & FN Spon, 1993. Richardson, Laurel. Writing strategies: reaching diverse audiences. Qualitative research methods series 21. Newbury Park, California: Sage, 1990. Sharp, John A. and Howard, Keith. The management of a student research project. 2nd ed. Aldershot: Gower, 1996. Taylor, Gordon. The student’s writing guide for the arts and social sciences. Cambridge: Cambridge University Press, 1989. Turabian, Kate L. Manual for writers of term papers, theses and dissertations. 5th ed. Chicago: University of Chicago Press, 1987. Turk, Christopher and Kirkman, John. Effective writing: improving scientific, technical and business communication. London: E & F N Spon, 1982. After writing Whether you intend to submit your work to be evaluated for credits for an MSc level qualification or not, you should still write the report, in addition to arranging regular meetings with fellow learners and project stakeholders you may now be working with to complete this task. It is essential that you engage with other learners at this stage in order to help each other determine what is required for this task, to help guide and mentor each other along the way, and in order to take part in a peer review of the work of each other according to the following criteria: Questions to guide your reading:

1) Do the final reports demonstrate that you have fully achieved the guide learning outcomes? If not, what remains to be addressed and what recommendations do you have for each other?

2) What learning (in terms of content, process and values) do the reports suggest has been gained in excess of the guide learning outcomes?

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3) What questions do the reports raise for practising change management in your river basin?

4) What competencies do you feel you now have as a change manager that you did not have before?

You will need to read and review each others work in order to take part in such a peer review.

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NEXT STEPS

13 NEXT STEPS Stage 10 of this guide will have been tremendously challenging. You may feel as though you were walking about blind while trying to achieve the objectives required. It may have been an emotional rollercoaster. You may have had greater or lesser degrees of support from individuals in your own workplace, at home, or in your learning group. You may feel as though you didn’t achieve much and that you were a failure. You may on the other hand decide that you achieved amazing feats in the practice of change management and gained valuable experience. Did you get enough feedback from others on your work or are you now left feeling a bit empty? One way to stop, reflect, and make sense of all that you have learned through the past 10 stages of this guide is to just leave it all for a little while, maybe a few weeks, or even a month, and come back to it with fresh eyes. Give yourself the chance to let your learning really embed itself in your thinking and practice and develop the ability to look objectively at what you have done as well as subjectively. You can be sure that by now you are truly engaged in reflective and experiential learning. It is important to consider this and formalize your thinking around that idea in order that you can continue to use it productively and continue learning. The work of Kolb is helpful to put this into context. Kolb (1984) proposed a developmental perspective on learning that formed the basis for applications of experiential learning to education, work, and adult development. Describing humans as the learning species, Kolb grounded the need to learn in survival dependent on the ability to adapt, both in the reactive sense of fitting into the physical and social world, and in the proactive sense of creating and shaping those worlds. Kolb (1984) differentiated experiential learning theory from learning based on behavioural theories or other implicit theories, which he said underlay traditional educational methods and were based on empirical and rational/idealist epistemologies respectively. This included, for example, cognitive theories of learning that gave more emphasis to the acquisition, manipulation and recall of abstract symbols, or behavioural learning that denied the role of consciousness and subjective experience in the learning process. From this point of departure, he argued, emerged alternative prescriptions for conducting education, relationships among learning, work and other life activities, and knowledge creation. Out of this, however, Kolb proposed a holistic integrative perspective on learning combining experience, perception, cognition, and behaviour. The key characteristics of experiential learning were defined by Kolb as:

• Learning is the process whereby knowledge is created through the transformation of experience.

• This definition emphasises several critical aspects of the learning process as viewed from the experiential perspective:

o First is the emphasis on the process of adaptation and learning as opposed to content or outcomes.

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o That knowledge is a transformation process, being continuously created and recreated, not an independent entity to be acquired or transmitted.

o Learning transforms experience in both its objective and subjective forms.

In elaboration of how this continual process of learning takes place, Kolb (1979) presented the learning cycle (see adapted representation of this in the figure below), which is based on the notion that learning is a cyclical process which needs to contain elements of each quadrant of the cycle before learning is possible. This cycle is described in the following way:

“Immediate concrete experience is the basis for observation and reflection. These observations are assimilated into a ‘theory’ from which new implications for action can be deduced. These implications, or hypotheses, then serve as guides in acting to create new experiences” (Kolb, 1973:2).

Active Experimentation

Hands on Experience

Reflection Abstract Conceptualisation

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Kolb’s learning cycle became pivotal in many theories tying learning to organisational activities and organisational survival, for example, in terms of arguing in favour of giving employees time to reflect what is going on and how things could be tackled differently (Easterby-Smith, 1990:5):

“David Kolb of MIT clearly has a good point when he stresses that learning from experience should be a cyclical process involving a period of Experience followed by a separate period of Reflection. Ideally this should be followed by a chance to put all the different pieces of the puzzle together (Conceptualising) and possibly a reasonably risk-free opportunity to test out this new understanding through Experimentation. That should lead to further Experience, and so on”

Your diary will now be filled with valuable information that you can use to learn from now and continue to learn from and develop in the future. We recommend that you continue to use your diary in your day-to-day practice and that it becomes part of your working routine in order to continue to learn while doing and to learn reflectively. Take time to read and reflect on the content of your diary regularly. You may find its contents will be of value to researchers working in this domain or you might find an opportunity to publish some of your findings and results that you recorded in your diary. The domain of change management is forever developing and knowledge increases on this topic in relation to real practice day by day. Stay on top of reading in this area in order to keep abreast of new paradigms of thought, strategy, tools, methods and case studies. Make it your aim to develop the ability to plan effective change projects from now on. Keep in touch with your network of fellow learners. Organise networking events and opportunities for social interaction for group learning facilitated by roundtable discussions or Knowledge Cafes. Continue to increase your own social capital in your professional network. Continue learning. Continue being adaptive towards change. Do you have any feedback on how this guide may be improved? If so, please email all comments to Carol Webb at carolwebb75@yahoo.com